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The document provides a rubric for coaches to analyze and measure the health factors of a chosen physical activity that could impact physical performance. The rubric has four levels that increase in complexity. At lower levels, coaches state or outline aspects of well-being, strengths, and weaknesses and their relationship to performance. At higher levels, coaches identify distinguishing health features and submit a detailed justified account of current well-being, strengths, weaknesses, and their impact on performance.
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The document provides criteria for students to assess physical performance skills of their clients. At lower levels, students are expected to list or outline their client's current abilities, strengths, and weaknesses in a desired skill. At higher levels, students must submit more detailed accounts that identify distinguishing features and justify their determinations of their client's performance, including current ability, strengths, weaknesses, and features of correct skill execution. The criteria increase in complexity from levels 1-2 to levels 7-8, requiring more detailed analysis and justification of assessments.
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2. An assessment of the man's medical history, physical abilities, and goals is provided to inform a long-term exercise plan divided into beginner, transition, and independent phases.
3. The plan recommends aerobic activities like walking and cycling at a moderate intensity and contraindicates high-intensity activities. Example sessions, motivational techniques, and risk management are discussed to help the man safely increase his physical activity.
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The document discusses fitness management in physical education. It explains that students must develop the ability to follow a personal fitness plan for lifelong physical activity and well-being. The goals are for students to value physical activity and adopt an active lifestyle. The specific learning outcomes identify what students need to know about fitness components, benefits, and development principles. Students will learn skills like heart rate monitoring and fitness assessment to manage their personal fitness. Attitudes of interest, responsibility, and acceptance are important for choosing daily physical activity.
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The document provides criteria for students to assess physical performance skills of their clients. At lower levels, students are expected to list or outline their client's current abilities, strengths, and weaknesses in a desired skill. At higher levels, students must submit more detailed accounts that identify distinguishing features and justify their determinations of their client's performance, including current ability, strengths, weaknesses, and features of correct skill execution. The criteria increase in complexity from levels 1-2 to levels 7-8, requiring more detailed analysis and justification of assessments.
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Fitness assessment is the most important thing that S&C coaches and trainers should do before starting any type of fitness training, this slide will help you to know the importance and uses also the types of fitness testing.
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Testing and assessment play a critical role in athlete development from grassroots to elite levels.
Regular assessments are needed to develop personalized training plans, prevent injuries, identify strengths and weaknesses, and monitor progress. Appropriate assessment tools must be selected based on the athlete's stage of development. Testing allows coaches and trainers to evaluate performance, refine strategies, and mitigate risks like overtraining or burnout for Olympic athletes. While assessments provide benefits, protocols must be implemented ethically and consistently with consideration for athletes' physical and mental health.
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2. An assessment of the man's medical history, physical abilities, and goals is provided to inform a long-term exercise plan divided into beginner, transition, and independent phases.
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The document discusses fitness management in physical education. It explains that students must develop the ability to follow a personal fitness plan for lifelong physical activity and well-being. The goals are for students to value physical activity and adopt an active lifestyle. The specific learning outcomes identify what students need to know about fitness components, benefits, and development principles. Students will learn skills like heart rate monitoring and fitness assessment to manage their personal fitness. Attitudes of interest, responsibility, and acceptance are important for choosing daily physical activity.
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The document outlines a physical education and health curriculum for grades 11 and 12. It includes 4 quarters that focus on different topics like fitness, sports, dance, and recreation. Each quarter lists content and performance standards, most essential learning competencies, and durations. It also provides examples of activity worksheets and assessments for students. The worksheets guide students through phases of learning like identifying what they know, discussing new information, and reflecting on what they have learned.
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This document outlines the curriculum for a Physical Education and Health course for senior high school students. The course is divided into four sections covering exercise for fitness, sports, dance, and recreational activities. It aims to teach students about adopting an active lifestyle for lifelong health. Key learning objectives include understanding different physical activities, setting fitness goals, participating in moderate to vigorous physical activity, and recognizing opportunities for health-related careers. The curriculum also emphasizes safety and developing leadership skills.
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Complete an academic clinical history and physical note based on a patient seen during clinical. In your assessment, provide the following. ( Acute Care Hospital)
History and Physical Note
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2. HPI for the H&P or consult notes.
3. Medical, surgical, family, social, and allergy history.
4. Home medications, including dosages, route, frequency, and current medications, if a consultation note
5. Review of systems with all body systems for H&P or consult notes. Review of systems is what the patient or family/friends tell you (by body system).
6. Vital signs and weight.
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8. Lab/Imaging/Diagnostic test results (including date). (CPT codes)
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2. Include a complete list of all diagnoses that are both acute and chronic.
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Incorporate at least three peer-reviewed articles in the assessment or plan.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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LopesWrite Technical Support articles
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1. An understanding of the physical attributes needed for mobility tasks in later years; and
2. The ability to assess physical attributes, so that client weaknesses can be detected and then targeted for individualized programming.
Many senior fitness instructors have been especially frustrated with the lack of tests available to assess the functional fitness of older adults, particularly tests that have accompanying performance standards.
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Figure 1. A functional ability framework indicating the physiologic parameters associated with functions required for basic and advanced everyday activities. R.E. Rikli & C.J. Jones, 2001, Senior Fitness Test Manual (Champaign, IL: Human Kinetics). Adapted with permission.
PHYSICAL PARAMETERS
FUNCTIONS
ACTIVITYGOALS
Muscle strength/endurance Aerobic endurance Flexibility
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speed/agility balance
Body composition
Walking
Stair climbing Standing up
from chair Lifting/reaching
Bending/kneeling Jogging/Running
Personal care Shopping/errands H ousework Gardening Sports
Traveling
Physical impairment
Functional limitation
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One goal of fitness practitioners should be to help with the early identification of at-risk participants, and either to provide a targeted intervention program or to make appropriate medical referrals for a complete diagnosis, treatment and maintenance plan.
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Complete an academic clinical history and physical note based on a patient seen during clinical. In your assessment, provide the following. ( Acute Care Hospital)
History and Physical Note
1. Chief complaint/reason for admission/visit/consult.
2. HPI for the H&P or consult notes.
3. Medical, surgical, family, social, and allergy history.
4. Home medications, including dosages, route, frequency, and current medications, if a consultation note
5. Review of systems with all body systems for H&P or consult notes. Review of systems is what the patient or family/friends tell you (by body system).
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7. Physical exam with a complete head-to-toe evaluation. Include pertinent positives and negatives based on findings from head-to-toe exam.
8. Lab/Imaging/Diagnostic test results (including date). (CPT codes)
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1. Identify at least three differential diagnoses based upon the chief complaint, ROS, assessment, or abnormal diagnostic tools with rationale. (ICD-10 codes)
2. Include a complete list of all diagnoses that are both acute and chronic.
3. List the differential diagnoses and chronic conditions in order of priority.
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1. Select appropriate diagnostic and therapeutic interventions based on efficacy, safety, cost, and acceptability. Provide rationale.
2. Discuss disposition and expected outcomes.
3. Identify and address health education, health promotion, and disease prevention.
4. Provide case summary with ethical, legal, and geriatric considerations. Consider potential issues, even if they are not evident.
General Requirements
Incorporate at least three peer-reviewed articles in the assessment or plan.
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LopesWrite Technical Support articles
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Helping to delay physical frailty and improve functional mobility among older adults are two of the most important goals of senior fitness instructors. Many would say the quality of life in later years depends to a large degree on being able to continue to do what you want, without pain, for as long as possible. Designing effective exercise programs that can help older adults maintain or improve their mobility requires two prerequisites:
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2. The ability to assess physical attributes, so that client weaknesses can be detected and then targeted for individualized programming.
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Recognizing the need for a tool to evaluate the functional fitness performance of older adults, researchers at California State University, Fullerton, recently developed and validated a new fitness test battery especially for older adults: the Senior Fitness Test (Rikli and Jones, 2001).
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PHYSICAL PARAMETERS
FUNCTIONS
ACTIVITYGOALS
Muscle strength/endurance Aerobic endurance Flexibility
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speed/agility balance
Body composition
Walking
Stair climbing Standing up
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Bending/kneeling Jogging/Running
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Physical impairment
Functional limitation
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result in falls and physical frailty (Alliance for Aging Research, 1999).
One goal of fitness practitioners should be to help with the early identification of at-risk participants, and either to provide a targeted intervention program or to make appropriate medical referrals for a complete diagnosis, treatment and maintenance plan.
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一比一原版(Lincoln毕业证)新西兰林肯大学毕业证如何办理
Lincoln硕士毕业证成绩单【微信95270640】办理新西兰林肯大学毕业证原版一模一样、Lincoln毕业证制作【Q微信95270640】《新西兰林肯大学毕业证购买流程》《Lincoln成绩单制作》新西兰林肯大学毕业证书Lincoln毕业证文凭新西兰林肯大学
本科毕业证书,学历学位认证如何办理【留学国外学位学历认证、毕业证、成绩单、大学Offer、雅思托福代考、语言证书、学生卡、高仿教育部认证等一切高仿或者真实可查认证服务】代办国外（海外）英国、加拿大、美国、新西兰、澳大利亚、新西兰等国外各大学毕业证、文凭学历证书、成绩单、学历学位认证真实可查。
[留学文凭学历认证(留信认证使馆认证)新西兰林肯大学毕业证成绩单毕业证证书大学Offer请假条成绩单语言证书国际回国人员证明高仿教育部认证申请学校等一切高仿或者真实可查认证服务。
多年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学degreeDiplomaTranscripts等毕业材料。海外大学毕业材料都有哪些工艺呢？工艺难度主要由：烫金.钢印.底纹.水印.防伪光标.热敏防伪等等组成。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证学位证成绩单办理方法：
1客户提供办理新西兰林肯大学新西兰林肯大学毕业证学位证信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — 我们是挂科和未毕业同学们的福音我们是实体公司精益求精的工艺！ — — — -
一真实留信认证的作用(私企外企荣誉的见证):
1：该专业认证可证明留学生真实留学身份同时对留学生所学专业等级给予评定。
2：国家专业人才认证中心颁发入库证书这个入网证书并且可以归档到地方。
3：凡是获得留信网入网的信息将会逐步更新到个人身份内将在公安部网内查询个人身份证信息后同步读取人才网入库信息。
4：个人职称评审加20分个人信誉贷款加10分。
5：在国家人才网主办的全国网络招聘大会中纳入资料供国家500强等高端企业选择人才。问山娃想买什么想吃什么山娃知道父亲赚钱很辛苦除了书籍和文具山娃啥也不要能牵着父亲的手满城闲逛他已心满意足了父亲连挑了三套童装叫山娃试穿山娃有点不想父亲说城里不比乡下要穿得漂漂亮亮爸怎么不穿得漂亮望着父亲山娃反问道父亲听了并不回答只是吃吃地笑山娃很精神越逛越起劲父亲却越逛越疲倦望着父亲呵欠连天的样子山娃也说困了累了回家吧小屋闷罐一般头顶上的三叶扇彻夜呜呜作响搅得满屋热气腾腾也搅得山娃心烦意乱父亲一的
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本公司拥有海外各大学样板无数，能完美还原。
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【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
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1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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TSCS-A2.docx
- 1. PHYSICAL AND HEALTH EDUCATION MYP 5 QUESTION: all coaches will present an analysis and measurement of the health factors that are relevant to the chosen physical activity and could positively impact physical performance. LEVEL STRAND DESCRIPTOR COACH 1-2 States physical and health education factual, procedural and conceptual knowledge From their client’s initial health assessment, the student states through a list: • aspects of well-being, and/or • strengths and weaknesses, and/or • relationship to physical performance. 3-4 Outlines physical and health education factual, procedural and conceptual knowledge From their client’s initial health assessment, the student submits a brief account of: • basic aspects of well-being, and/or • basic strengths and weaknesses, and/or • basic relationship to physical performance. 5-6 Identifies physical and health education factual, procedural and conceptual knowledge From their client’s initial health assessment, the student submits a brief account of distinguishing features of: • aspects of well-being • strengths and weaknesses • relationship to physical performance. 7-8 Explains physical and health education factual, procedural and conceptual knowledge From their client’s initial health assessment, the student submits a detailed account that justifies their determination of: • current well-being • strengths and weaknesses • relationship to physical performance.