Interim evaluation of the project Erasmus + "Eat-Compete-Get Fit"
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The survey analyzed the positive impacts of participants in an Erasmus+ project called "EAT, COMPETE, GET FIT" at a school in Gdańsk, Poland. Most participants had not previously taken part in an EU project. The majority agreed that the project helped them learn about healthy living, balanced diets, and topics like nutrition, obesity, and Polish traditional dishes. Eighty-two percent reported learning interesting facts about Gdańsk and healthy lifestyles. While most improved their teamwork skills and found other presentations useful, nine students realized they feel stressed when presenting publicly. Overall, the project effectively increased awareness of healthy lifestyle choices.
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1) A survey was conducted of 179 children from various classes at a school about their eating habits and knowledge of healthy nutrition.
2) The survey found that most children eat fruits and vegetables daily, but consider fast food, crisps, and sweets to be the unhealthiest options. The majority eat 3 meals per day and engage in regular physical activity apart from eating.
3) While most children have healthy breakfasts, a few do not eat breakfast at all. The survey concluded the children have satisfactory knowledge of nutrition but could benefit from further education to help form proper eating habits and a healthy lifestyle.
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Sample project
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Pe10 lm u1
Here are the key points about lifestyle and weight management that students should know:
- Lifestyle refers to the way a person lives and the choices they make on a daily basis that influence their health. It involves factors like physical activity levels, nutrition, daily habits, stress management, etc.
- Weight is influenced by lifestyle factors like food intake, physical activity levels, sleep habits. Consuming more calories than burned through exercise and daily activities leads to weight gain over time.
- Managing lifestyle and weight is important for overall health and well-being. It reduces the risks of diseases like obesity, diabetes, heart disease, etc.
- Physical activity, healthy eating based on nutrition guidelines like the Philippine Food Pyramid,
Presentation2
PDHPE teaches important life skills like teamwork, problem solving, health, nutrition, and safety. It provides opportunities for physical activity and developing relationships that many students do not receive elsewhere. The lessons help students make informed decisions to lead happy and healthy lives into adulthood. PDHPE is also enjoyable, allowing students to play games with friends while developing social skills and incorporating other school subjects.
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1) Many students in their 20s feel overstressed, tired, and depressed due to heavy workloads, deadlines, and lack of personal time as they start their careers or continue their education.
2) Maintaining a healthy lifestyle during this busy time is important for growth, but can be difficult due to exhaustion from work, depression, same food options, and dirty facilities.
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1) A survey was conducted of 179 children from various classes at a school about their eating habits and knowledge of healthy nutrition.
2) The survey found that most children eat fruits and vegetables daily, but consider fast food, crisps, and sweets to be the unhealthiest options. The majority eat 3 meals per day and engage in regular physical activity apart from eating.
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The first grade students will investigate how healthy habits can help them and their families grow stronger and live longer. They will learn about nutrition and exercise by conducting interviews with families and experts in the community. The students will then create an informational book, graph food intake, write a healthy menu for a local gym, and produce short commercials about what they learned to share with others.
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Here are the key points about lifestyle and weight management that students should know:
- Lifestyle refers to the way a person lives and the choices they make on a daily basis that influence their health. It involves factors like physical activity levels, nutrition, daily habits, stress management, etc.
- Weight is influenced by lifestyle factors like food intake, physical activity levels, sleep habits. Consuming more calories than burned through exercise and daily activities leads to weight gain over time.
- Managing lifestyle and weight is important for overall health and well-being. It reduces the risks of diseases like obesity, diabetes, heart disease, etc.
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1) Many students in their 20s feel overstressed, tired, and depressed due to heavy workloads, deadlines, and lack of personal time as they start their careers or continue their education.
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1) Routinely screen students for health issues like immunizations, vision, hearing, and dental concerns.
2) Form a health advisory council with students, families, community members, and businesses to provide input and resources.
3) Make healthy food choices available in school cafeterias and vending machines.
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- Major contributing factors include physical inactivity, consumption of high-calorie foods, and increased screen time.
- Childhood obesity increases the risks of health issues like diabetes, cardiovascular disease, depression, and more.
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Title of PaperStudent NameCourseNumberDue DateFaculty Nam.docx
Title of Paper
Student Name
Course/Number
Due Date
Faculty Name
Indirect Compensation
John Wayne
Total Compensation/HRM 324
August 13, 2019
Jerry Davis
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Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher: Patience Nehikhare, ADN
Estimated Time Teaching Will Last: 30 min
Location of Teaching: 5th Ward GO Neighborhood Health & Wellness Fair
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Supplies, Material, Equipment Needed: Paper to create and make copies of pamphlets, food props to show a healthy plate
Estimated Cost: $150
Community and Target Aggregate: 5th Ward families and minorities
Topic:
Primary Prevention/Health Promotion
Identification of Focus for Community Teaching (Topic Selection): Healthy nutrition for children and families
Epidemiological Rationale for Topic (Statistics Related to Topic): Two-thirds of adults in the US are obese. One-third of US children are overweight and 17% are obese. Excluding illnesses and other genetic factors, poor nutrition is a common factor leading to obesity.
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis: Imbalanced nutrition: more than body requirements related to deficient knowledge about nutritional needs, food intake, or food preparation.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
· Voiced interest in improving nutritional habits
· Voiced concern over increasing weight in self or family members
· Psychological capacity to learn healthy nutrition habits
· Open and engaging body language
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The Behavior Learning Theory is the best approach to improve nutrition and healthy habits among children and families. With the behavioral approach, I will teach families how to incorporate healthy habits into their daily lifestyle. To accomplish this, I will create a pamphlet for families to take home with them that will include the information covered in my presentation. The pamphlet will also include a list of local resources that the family can use to continue their journey. During my presentation, I will teach families about the important food groups and how much of each should be including in each meal. My presentation will focus on healthier alternatives and ways to modify their current eating habits rather than restricting them from foods ...
CASE STUDY 2CASE STUDY 2Case StudyNUTR 429
CASE STUDY 2
CASE STUDY 2
Case Study
NUTR 429
1. What is Mr. Howard doing that is desirable and that you can encourage him to continue doing?
a. Mr. Howard should consume foods and drinks such as toast, peanut butter, and orange juice because they have low saturated fats and will significantly reduce the cholesterol level. According to Di Ciaula et al. (2019), cholesterol level must be reduced by living an active lifestyle with good diet and as a result, when triglyceride levels are lowered, the person has a reduced risk of getting heart disease.
b. What I would encourage Mr. Howard to continue doing though not every day is to eat steak for dinner. The concept is to eat a balanced diet because it will give him good nutrition. Eating only one type of food every day can cause health problems (Di Ciaula et al., 2019).
2. What stage of change is he in? What processes are appropriate for his stage?
a. Mr. Howard is in the contemplation stage. At this stage, Di Ciaula et al. (2019) says, a person is aware of the prevailing problem and the goal is to look for different measures of how to manage the issue, though an actual management plan for action is not set. Mr. Howard is simply reflecting about the whole issue.
b. Mr. Howard is in the process of understanding his conscious, counterconditioning, and maybe helping relationships.
3. Using the goal setting process described in the chapter, what are some possible short-term goals of change for him to consider with you?
a. He should substitute steak with fish for dinner three times weekly.
b. Instead of taking fries and bacon cheese burger, Mr. Howard should consume subway low-cholesterol sandwich with baked chips or a salad with fat-free dressing.
c. Maybe substituting his cookie with fruit a few times, a week
d. These would be a good start and a small transition to a complete low- cholesterol diet.
4. How would you ask him to assess the importance of the choice of his goals?
a. “Do you think you could make some of these changes in your diet?”
b. “Is it important to you to make these changes?”
c. “Is there someone that can help you, like a family or friend, and hold you accountable?”
5. After he selects 2 goals, how would you discuss any obstacles he sees in reaching his goals?
a. “Do you see any problems with completing these goals?”
b. “How do you feel about this change?”
c. Make sure the client is aware that problems can occur when changing your diet. Remind him that it is not an easy task, but it is a beneficial one.
6. Postulate some potential steps he could take to reach his goals. What key discussion points would you identify?
a. Give the client resources to use when trying to accomplish the goals such as recipes, websites, etc.
b. Educate the client on how to read nutrition labels, what vitamins or nutritional supplements he could take, what to look for when going out to eat, etc.
c. We may also discuss possible exercises he could do to improve his health overall, such a ...
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The document discusses recommendations for educating the whole child by focusing on their health and wellness. It recommends that schools:
1) Routinely screen students for health issues like immunizations, vision, hearing, and dental concerns.
2) Form a health advisory council with students, families, community members, and businesses to provide input and resources.
3) Make healthy food choices available in school cafeterias and vending machines.
4) Emphasize lifetime healthy behaviors through physical education and health classes.
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This document provides information on childhood obesity including:
- Childhood obesity is determined using Body Mass Index (BMI) and affects over 12.7 million children in the US.
- Major contributing factors include physical inactivity, consumption of high-calorie foods, and increased screen time.
- Childhood obesity increases the risks of health issues like diabetes, cardiovascular disease, depression, and more.
- Promoting healthy habits like increasing physical activity to 1 or more hours per day, encouraging nutritious food choices, and limiting screen time to less than 7 hours can help address this public health issue.
- Parents play a key role by being healthy role models, making healthy options available, and
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This document outlines a training session on supporting children with additional needs. It discusses identifying different types of additional needs including emotional, physical, sensory, learning, autism spectrum, cognitive and health difficulties. It also covers terminology, factors requiring short and long term support, case studies, ensuring inclusive practice, and communicating with parents/carers. The session aims to help practitioners identify needs, adapt activities, and provide appropriate support for children.
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The instructional module aims to promote healthy eating and living habits. It will present information in a multimedia format and apply the ADDIE model. The goals are for children to make better nutritional choices with food and stick to an exercise plan. The target learners are children ages 3-14. The module will introduce the food pyramid and its components, discuss each food group, and have the children analyze their current diets and create healthier food logs applying what they learned.
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This document discusses Primary Development, Health and Physical Education (PDHPE), a program that teaches children skills to be active, healthy, and safe through their lives. It covers five necessary skills - moving, problem-solving, communicating, interacting, and decision-making - across topics like active lifestyle, dance, games, growth, gymnastics, relationships, health choices, and safe living. The benefits of PDHPE are that it helps students become active, learn nutrition, and develop important life and safety skills, while having fun along the way. Student testimonials reinforce that PDHPE is enjoyable and helps them be healthy and happy.
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The document outlines a student project where students will create blogs documenting everything they eat over 7 days. The goal is for students to learn how to collect and analyze dietary data to create a healthier eating plan. As part of the project, students will research healthier alternatives, plan 8-12 nutrient-rich, lower calorie meals, cook one under adult supervision while taking photos/videos, and write a 200-word summary on what impacted them most. The project aims to help students extend lives and improve health by learning about nutrition.
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This module aims to teach students about global health issues, concerns, and initiatives. It will cover the definition of global health, the 8 Millennium Development Goals, and UNDP's Quick Wins program. Students will watch a video from the WHO and answer questions about progress on the MDGs. They will also participate in activities to identify words related to global health issues and match icons to the different goals. The goals include eradicating poverty and hunger, achieving education, promoting gender equality, reducing child mortality, improving maternal health, and others.
6.1 final advocacy action plan
This document outlines an advocacy action plan to provide healthy, low-sodium snacks and meal plans to children with nephrotic syndrome. The plan involves developing marketing materials and recipes, then presenting the plan to the Nephrotic Syndrome Foundation for support. The goal is to help families of children with nephrotic syndrome learn the importance of a low-sodium diet through cooking classes and accessible recipes. Potential partners may include local children's hospitals. The plan's budget is $2000 and its impact will be evaluated through parent feedback and comparisons of children's health before and after following the meal plans. The overall aim is to help children with nephrotic syndrome live normal, healthy lives despite their condition.
Title of PaperStudent NameCourseNumberDue DateFaculty Nam.docx
Title of Paper
Student Name
Course/Number
Due Date
Faculty Name
Indirect Compensation
John Wayne
Total Compensation/HRM 324
August 13, 2019
Jerry Davis
Community Teaching Work Plan Proposal
Planning and Topic
Directions: Develop an educational series proposal for your community using one of the following four topics:
1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population
Planning Before Teaching:
Name and Credentials of Teacher: Patience Nehikhare, ADN
Estimated Time Teaching Will Last: 30 min
Location of Teaching: 5th Ward GO Neighborhood Health & Wellness Fair
3303 Lyons Ave
Supplies, Material, Equipment Needed: Paper to create and make copies of pamphlets, food props to show a healthy plate
Estimated Cost: $150
Community and Target Aggregate: 5th Ward families and minorities
Topic:
Primary Prevention/Health Promotion
Identification of Focus for Community Teaching (Topic Selection): Healthy nutrition for children and families
Epidemiological Rationale for Topic (Statistics Related to Topic): Two-thirds of adults in the US are obese. One-third of US children are overweight and 17% are obese. Excluding illnesses and other genetic factors, poor nutrition is a common factor leading to obesity.
Teaching Plan Criteria
Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Nursing Diagnosis: Imbalanced nutrition: more than body requirements related to deficient knowledge about nutritional needs, food intake, or food preparation.
Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.
· Voiced interest in improving nutritional habits
· Voiced concern over increasing weight in self or family members
· Psychological capacity to learn healthy nutrition habits
· Open and engaging body language
Learning Theory to Be Utilized: Explain how the theory will be applied.
The Behavior Learning Theory is the best approach to improve nutrition and healthy habits among children and families. With the behavioral approach, I will teach families how to incorporate healthy habits into their daily lifestyle. To accomplish this, I will create a pamphlet for families to take home with them that will include the information covered in my presentation. The pamphlet will also include a list of local resources that the family can use to continue their journey. During my presentation, I will teach families about the important food groups and how much of each should be including in each meal. My presentation will focus on healthier alternatives and ways to modify their current eating habits rather than restricting them from foods ...
CASE STUDY 2CASE STUDY 2Case StudyNUTR 429
CASE STUDY 2
CASE STUDY 2
Case Study
NUTR 429
1. What is Mr. Howard doing that is desirable and that you can encourage him to continue doing?
a. Mr. Howard should consume foods and drinks such as toast, peanut butter, and orange juice because they have low saturated fats and will significantly reduce the cholesterol level. According to Di Ciaula et al. (2019), cholesterol level must be reduced by living an active lifestyle with good diet and as a result, when triglyceride levels are lowered, the person has a reduced risk of getting heart disease.
b. What I would encourage Mr. Howard to continue doing though not every day is to eat steak for dinner. The concept is to eat a balanced diet because it will give him good nutrition. Eating only one type of food every day can cause health problems (Di Ciaula et al., 2019).
2. What stage of change is he in? What processes are appropriate for his stage?
a. Mr. Howard is in the contemplation stage. At this stage, Di Ciaula et al. (2019) says, a person is aware of the prevailing problem and the goal is to look for different measures of how to manage the issue, though an actual management plan for action is not set. Mr. Howard is simply reflecting about the whole issue.
b. Mr. Howard is in the process of understanding his conscious, counterconditioning, and maybe helping relationships.
3. Using the goal setting process described in the chapter, what are some possible short-term goals of change for him to consider with you?
a. He should substitute steak with fish for dinner three times weekly.
b. Instead of taking fries and bacon cheese burger, Mr. Howard should consume subway low-cholesterol sandwich with baked chips or a salad with fat-free dressing.
c. Maybe substituting his cookie with fruit a few times, a week
d. These would be a good start and a small transition to a complete low- cholesterol diet.
4. How would you ask him to assess the importance of the choice of his goals?
a. “Do you think you could make some of these changes in your diet?”
b. “Is it important to you to make these changes?”
c. “Is there someone that can help you, like a family or friend, and hold you accountable?”
5. After he selects 2 goals, how would you discuss any obstacles he sees in reaching his goals?
a. “Do you see any problems with completing these goals?”
b. “How do you feel about this change?”
c. Make sure the client is aware that problems can occur when changing your diet. Remind him that it is not an easy task, but it is a beneficial one.
6. Postulate some potential steps he could take to reach his goals. What key discussion points would you identify?
a. Give the client resources to use when trying to accomplish the goals such as recipes, websites, etc.
b. Educate the client on how to read nutrition labels, what vitamins or nutritional supplements he could take, what to look for when going out to eat, etc.
c. We may also discuss possible exercises he could do to improve his health overall, such a ...
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- 1. Interim evaluation of Erasmus+ project „EAT, COMPETE, GET FIT” Survey analysis on positive changes on participants in XX LO in Gdańsk
- 2. 1. Have you ever participated in EU projects before? 13 37 YES NO Most of the participants have never participated in any EU project.
- 3. 2. Was this project helpful in learning on how to live a healthy life? 39 11 YES NO
- 4. 3. Have you learned more information about a balanced diet? 37 13 0 0 Yes No
- 5. 4. Have you gained some knowledge during the work on your presentation/film connected with the project ? 46 4 Yes No 92% of respondends gained knowlege during the preparation of their presentation or film. This fact means most of participants have really got into the topic of healthy food.
- 6. 5. Did you learn some new English vocabulary during the project? 46 4 YES NO
- 7. 6. Do you agree with the statement: The project made me aware about the dangers connected with being overweight and lack of physical activities? 44 4 2 AGREE DISAGREE STRONGLY AGREE
- 8. 7. What did you learn about yourself? I am not into sport and healthy food I have discovered my IT skills I have a problem with keeping deadlines I am into healthy lifestyle I like sports 0 5 10 15 20 25 30
- 9. 8. Do you agree with the statement: The project will help me to develop new healthy habits? 38 12 Agree Disagree
- 10. 9. Can you name the topic/s that the project made you aware of? 8 25 15 20 8 23 15 1 Sport Healthy life Healthy diet Traditional food Sport in school Nutrition Obesity Polish traditional dishes 0 5 10 15 20 25 30
- 11. 10. What did you learn from taking part in this project? 4 9 41 3 That I am lazier than I thought That I am stressed while presenting things in public Something about sports/health/Gdańsk/foo d That I like making presentations and presenting them in public
- 12. What has been learned from project? Interesting facts about Gdańsk/healthy lifestyle Most of participants- 82% mentioned that they’ve learned something about Gdańsk/sports/food. Stress while presenting 9 of 50 asked people said that they are stressed while presenting something publicly.
- 13. 11. Have you improved your team/pair work? 36 14 YES NO
- 14. 12. Did you find useful advice/recipes/information contained in other’s presentations/videos? 39 11 YES No
- 15. Summary As everyone can see, this project „EAT, COMPETE, GET FIT” has made every participant learn something. From getting some knowledge about healthy lifestyle to getting to know themselves. This project was needed to make participating young people more aware of themselves.
- 16. Presentation by: Zofia Sosnowska Magdalena Dobrowińska Ewa Grzybek Dominik Klimas Krystian Opała XX LO in Gdańsk