The Sport, Physical Education and Coaching in Health ...

The Sport, Physical Education and Coaching in Health (SPEACH)

HEPA module handbook

Index

Introduction 2

Disclaimer 3

How to use the SPEACH handbook? 4

Executive summary HEPA into sports English version 5

Executive summary HEPA into sports French version 6

Executive summary HEPA into sports German version 7

Executive summary HEPA into sports Portuguese version 8

Executive summary HEPA into sports Lithuanian version 9

Executive summary HEPA into sports Spanish version 10

Executive summary HEPA into sports Danish version 11

Executive summary HEPA into sports Dutch version 12

SPEACH Module 1 13 Designing environments for children with special needs to stimulate sports and physical activity

SPEACH module 2 20 Health policy and personal leadership to promote health-enhancing physical activity among children and young people

SPEACH module 3 33 Complex HEPA challenge: Development of a family-based HEPA project in a school/sports club context

SPEACH module 4 42 Understanding the changes of the human body and the impact of nutrition and physical activity on adults (40-59 years)

SPEACH module 5 76 Influencing & monitoring behaviour towards HEPA

Introduction

Main goal of the Sport Physical Education And Coaching in Health (SPEACH) Project is to increase awareness and behavioural change in sport professionals and European citizens towards a more active and healthy lifestyle. Sedentariness and physical inactivity and the negative health effects that go along are a cross-national problem. Therefore, the SPEACH Project builds upon a strong collaborative-partnership to contribute in solving this problem and to increase sport and physical activity for health. The project developed 5 HEPA related educational modules, which can be integrated into existing education structures in the areas of sport coaching and physical education, in order to stimulate pupils, young athletes and adults towards an active and healthy lifestyle. This handbook describes the modules and how to use them. We hope through these modules sport professionals in Europe become more aware of the importance of HEPA and will use the SPEACH modules so many citizens will benefit of it and become more physically active.

The SPEACH consortium

Authors of the SPEACH Handbook: Johan de Jong, Chris Kubbinga, Jacqueline Selker, Simon Leistra, Arjan Pruim, Ans Kremer, Carin Bruining, Jim Lo-A-Njoe, Tiago Principe, Roya Shokoohi, Thomas Skovgaard, Danielle Louise Nørager Johansen, Thomas Bredahl, Louise Stjerne Knudsen, Ladislav Petrovic, Karen Petry, Paolo Parisi, Renata Rutkauskaite, Rita Gruodytė-Račienė, Teresa Garcia, David Sanz, Kristine de Martelaer, Marloes Hanssen, Jan Minkhorst, Bas van der Heijden, José Rodrigues, Susana Franco, Gemma Van Vuuren-Cassar & Matthias Guett.

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Disclaimer

Liability

The SPEACH consortium has endeavored to provide correct and complete information on this website, but accept no legal liability or guarantee for the validity, accuracy and completeness of the information presented. The SPEACH consortium are not liable for direct or indirect damages that may arise in connection with the information provided on this website. The SPEACH consortium reserve the right to adapt or alter this website at any time without prior notice.

Links

The SPEACH consortium verifies links to other websites but assume no responsibility for the contents of pages linked to directly or indirectly. Visitors follow connections to other websites and homepages at their own risk, and are to utilize them in accordance with their respective terms of use.

Copyrights

Parts of the content of this website are developed in 2015-2017 with EU funding. The SPEACH consortium grants the user the right to save and copy the text provided on this website completely or in parts. Whenever using content you are asked to use the logos of the SPEACH consortium partners as well as the EU.

Content

Parts of the content were developed through an EU funded project. The European Commission support for the production of this publication does not constitute endorsement of the content, which reflects the views only of the authors. The Commission cannot be held responsible for any use which may be made of the information contained therein. In regard to completeness and terminology, it is clear that there are considerable debates as to different approaches, terms and definitions related to the sector or context, and that these might differ in the European countries. However, for the purpose of this handbook, it has been decided not to focus on scientific completeness or delimitable terminology, as it does not detract from the idea of learning for practice. References to persons are not gender-specific.

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How to use the SPEACH handbook?

The SPEACH handbook is to be used by professionals working in sports context, like physical education teachers and sports coaches. It contains 5 modules that are related to Health Enhancing Physical Activities (HEPA). Each module focuses on specific themes and target groups (e.g., policy, leadership, wearable technology, adults, youth, children with special needs). All modules are developed around a practical challenge and are described in a systematic way:

1. Description of the issue (an overall description of ‘what’s going on’ regarding the topics of thisspecific module). Then there is a description of a setting: you are introduced in a (fictive) settingrelated to this module and which challenges to act!

2. Schematical overview, containing for example information on learning outcomes, competences,didactical methods, study assignments and literature.

The main description of the modules is on the bachelor level. However, there are suggestions theoretically and practically (e.g. on learning outcomes) that make them applicable for vocational and master level as well. In the modules, reference to EQF level has been made1. In the module description vocational refers to level 4-5, bachelor to level 6 and master level 7, respectively. Finally, ECTS refers to study load and 1 credit indicates a study load of 25 hours (e.g., lectures, workshops, internship, self-study, worktime et cetera). Each module can be applied in the best possible way (partially or as a whole) within a curriculum or trainers course. Whenever using the modules you’re invited to help measuring the impact of the SPEACH project. You are therefore asked to register and answer a few questions (www.speach.hanze.nl).

Enjoy working with the SPEACH project modules!

1 https://ec.europa.eu/ploteus/en/content/descriptors-page http://www.nfq-qqi.com/qualifications-frameworks.html

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https://ec.europa.eu/ploteus/en/content/descriptors-page

Bringing Health Enhancing Physical Activity (HEPA) into sports:

The Sport, Physical Education and Coaching in Health (SPEACH) project

People are designed to move Physical activity, including regular exercise, leisure-time physical activity, active transport and regular sports activity, is the best way of staying physically and mentally fit and healthy, helps to tackle weight and obesity issues. In contrast, too much sitting and being physical inactivity is unnatural behaviour and harmful to someone’s health in many ways: physically, socially and mentally. Despite this clear message, still a substantial part of the children and adolescents demonstrate physically inactive or even sedentary behaviour.

Importance of sport sector in changing behaviour The sport sector can play a positive and major role in stimulating children, youngsters and adolescents in raising awareness and changing behaviour into a more active and healthy lifestyle. Through sport professionals like physical education teachers and sport coaches many people can be reached. Being active in sport is beneficial for health but additional favourable effects occur when other forms of physical activity like walking, cycling, playing are promoted. To support the physical education teachers and sport coaches in their role of promotor of an active and healthy lifestyle, the SPEACH project was developed.

SPEACH-projectGoal of SPEACH is to increase awareness and behavioural change in sport professionals and European citizens toward an active and healthy lifestyle. For that, five so called HEPA-modules were developed which can be offered by physical education teachers and sport coaches during their sport sessions with pupils. The modules focus on several important themes, target group, types of behaviour and generic competences which help sport professionals in promoting HEPA.

1) Stimulate sport and physical activities for children with special needs towards a bright future2) Promoting HEPAAamong children and youth3) Healthy Lifestyle for the whole family!4) Nutrition, digital technology and HEPA for adults5) Influencing and monitoring behaviour towards HEPAA

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Inclusion du Health Enhancing Physical Activity

(HEPA) aux différents sports The Sport, Physical Education and Coaching in Health (SPEACH) project

L’être humain est fait pour bouger L’exercice physique régulier ainsi que les activités de loisirs, l’exercice sportif et le transport actif, font partie intégrale de l’activité physique. Ils contibuent au maintien du poids et préviennent l’obésité. Par contre, l’inactivité physique et une trop longue position assise sont contre nature et nuisent à la santé physique, sociale et mentale. Pourtant, malgré ce message clair et direct, une partie substantielle des enfants et adolescents sont trop inactifs et présentent un comportement sédentaire.

L’importance du sport au niveau du changement comportemental Chez les jeunes, le secteur sportif peut jouer un rôle positif dans la prise de conscience de l’importance du changement comportemental. Les professionels tels qu’ enseignants en éducation physique et coachs sportifs, touchent un grand public et sont aptes à souligner l’importance d’une vie plus active et saine. L’activité sportive contribue à la santé, mais ses effets sont renforcés par d’autres formes d’activités physiques tels que la marche, le vélo, le jeu. Le projet SPEACH aide et soutient les enseignants en éducation physique et les coachs sportifs dans leur rôle de promoteur de vie plus active et plus saine.

Le projet SPEACHLe but de SPEACH est de renforcer la prise de conscience et le changement comportemental des professionels sportifs et des citoyens Européens par le biais d’une vie active et saine. Le projet contient cinq modules différents qui peuvent être employés indépendamment pendant les sessions sportives. Ils aident et soutiennent les enseignants et les coachs dans leur rôle de promoteur de vie active et saine chez les jeunes et ce pendant leurs activités sportives. Les modules se focalisent sur différents thèmes importants, sur des groupes cibles, sur différents types de comportement et de compétences générales, afin d’aider les professionels sportifs dans l’emploi et la promotion d’ HEPA. Une description plus ample des modules HEPA ainsi que des details concernant les modules se trouvent sur ce site. Il s’agit des modules suivants:

1) Stimulation du sport et des activités sportives chez les enfants ayant des besoins spéciaux, relatifsà I’avenir

2) Promouvoir HEPA parmi les jeunes et les enfants3) Un mode de vie sain pour toute la famille!4) Nutrition, technologie digitale et HEPA pour adultes5) Influencer et gérer le comportement grâce à HEPA

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Health Enhancing Physical Activity (HEPA) im Sport: Das Projekt “Sport, Physical Education and Coaching in Health” (SPEACH)

Menschen sind geschaffen, um sich zu bewegen Körperliche Aktivität, wie z. B. regelmäßiges Training und Sport, als Freizeitaktivität oder in der alltäglichen Fortbewegung, ist der beste Weg, physisch und mental fit und gesund zu bleiben sowie Übergewicht und Fettleibigkeit zu begegnen. Im Gegensatz dazu stellen übermäßiges Sitzen und körperliche Inaktivität unnatürliche Verhaltensweise dar und sind in mehrfacher Hinsicht gesundheitsschädlich: Körperlich, sozial und psychisch. Trotz solch eindeutigen Erkenntnissen zeigt immer noch ein wesentlicher Teil der Kinder und Jugendlichen bewegungsarmes bis körperlich inaktives Verhalten.

Bedeutung des Sportsektors für Verhaltensänderung Der Sportsektor kann eine positive und entscheidende Rolle dabei spielen, bei Kindern und Jugendlichen eine Bewusstseinssteigerung und Verhaltensänderung bezogen auf eine aktivere und gesündere Lebensführung anzuregen. Sportlich aktiv zu sein fördert die Gesundheit, wenngleich die Förderung anderer Formen der körperlichen Aktivität wie Spazieren, Radfahren und Spielen zusätzliche positive Effekte hervorrufen. Um Sportlehrer/innen und Trainer/innen in ihrer Rolle als Förderer einer aktiven und gesunden Lebensführung zu unterstützen, wurde das SPEACH Projekt entwickelt.

SPEACH Projekt Ziel von SPEACH ist die Bewusstseinssteigerung und Verhaltensänderung bezogen auf eine aktive und gesunde Lebensführung der Bürger/innen Europas, im Speziellen derer, die im Sportsektor tätig sind. Dafür wurden fünf sogenannte HEPA-Module entwickelt, die Sportlehrer/innen und Trainer/innen in ihre Einheiten integrieren können. Die Module fokussieren sich auf verschiedene Themen, Zielgruppen, Verhaltensweisen und allgemeine Kompetenzen. Auf dieser Webseite werden folgende HEPA-Module näher beschrieben:

1) Förderung von Sport und körperlicher Aktivität bei Kindern mit Behinderung2) Förderung von HEPA bei Kindern und Jugendlichen3) Gesunde Lebensführung für die ganze Familie4) Ernährung, digitale Technologie und HEPA für Erwachsene5) Beeinflussen und Überprüfen von HEPA-bezogenem Verhalten

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Promover a Saúde Aumentando a Atividade Física (HEPA) no Desporto:

O projeto Desporto, Educação Física e Treino para a Saúde (SPEACH)

O ser humano é movimento A atividade física, incluindo exercícios regulares, atividades físicas de lazer, transporte ativo e atividades desportivas regulares, é a melhor maneira de se manter fisicamente e mentalmente em forma e saudável, ajuda a combater os problemas de peso e a obesidade. Em contraste, estar muito tempo sentado e ser fisicamente inativo são comportamentos não naturais e prejudiciais para a saúde de várias maneiras: física, social e mentalmente. Apesar desta mensagem clara, ainda existe uma parte substancial das crianças e adolescentes que demonstra comportamento fisicamente inativo ou mesmo sedentário.

A importância do desporto na mudança de comportamento O desporto pode desempenhar um papel positivo e importante na estimulação das crianças, jovens e adolescentes na consciencialização e na mudança de comportamento para um estilo de vida mais ativo e saudável. Muitas pessoas podem ser alcançadas através da ação dos profissionais do desporto, como os professores de educação física e os treinadores de desporto. Ser ativo no desporto é benéfico para a saúde, sendo que também outros efeitos favoráveis ocorrem quando são promovidas outras formas de atividade física como andar, andar de bicicleta e brincar. Para apoiar os professores de educação física e os treinadores de desporto no seu papel de promotores de um estilo de vida ativo e saudável, desenvolvemos o projeto SPEACH.

O Projeto SPEACHO objetivo do projeto SPEACH é aumentar a consciencialização e a mudança comportamental nos profissionais de desporto e nos cidadãos europeus para um estilo de vida ativo e saudável. Para isso, foram desenvolvidos os cinco módulos “HEPA”, que podem ser realizados pelos professores de educação física e treinadores de desporto durante as suas sessões com alunos, atletas ou outros participantes. Os módulos concentram-se em vários temas importantes, grupos-alvo, tipos de comportamento e competências genéricas que ajudam os profissionais do desporto na promoção do “HEPA”. No “site” do projeto SPEACH, são descritos mais detalhes sobre os seguintes módulos:

1) Estimular as atividades desportivas e físicas para crianças com necessidades especiais para umfuturo brilhante

2) Promover o HEPA entre crianças e jovens3) Promover um estilo de vida saudável para toda a família4) A nutrição, tecnologia digital e HEPA para adultos5) A influência e a monitorização do comportamento para HEPA

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Sveikatą stiprinantis fizinis aktyvumas (HEPA) Projektas “Sportas, kūno kultūra ir treniravimas sveikatai” (SPEACH)

Žmonės sutverti judėti Fizinis aktyvumas - reguliarus mankštinimasis, fizinis aktyvumas laisvalaikiu, fizinis aktyvumas susisiekimui ir reguliari sportinė veikla - geriausias būdas stiprinti fizinę ir psichinę sveikatą bei kovoti su viršsvorio ir nutukimo problemomis. Fizinis neveiklumas prieštarauja žmogaus prigimčiai ir kenkia sveikatai. Nors tai ir atrodo akivaizdu, daugelio vaikų ir paauglių gyvenimo būdas vis dar nėra fiziškai aktyvus.

Sporto vaidmuo keičiant gyvenimo būdą Sportas atlieka svarbų vaidmenį šviečiant ir skatinant vaikus, jaunuolius ir paauglius rinktis aktyvesnį bei sveikesnį gyvenimo būdą. Aktyvus sportas yra naudingas sveikatai, tačiau papildomai užsiimant tokia fizine veikla, kaip vaikščiojimas pėsčiomis, važinėjimas dviračiu ar žaidimai galima pasiekti dar geresnių rezultatų. Sporto srities specialistai - kūno kultūros mokytojai ir treneriai pasiekia didžiulę vaikų auditoriją, todėl SPEACH projektas buvo sukurtas tam, kad kūno kultūros mokytojams ir treneriams būtų daugiau galimybių propaguoti aktyvų ir sveiką gyvenimo būdą.

SPEACH projektas SPEACH projekto tikslas - didinti sportininkų ir Europos piliečių sąmoningumą, skatinti juos aktyviai ir sveikai gyventi. Tam buvo sukurti penki HEPA moduliai, kuriuos kūno kultūros mokytojai ir treneriai gali pasiūlyti mokiniams pamokų metu. Moduliai orientuoti į keletą svarbių temų, tikslines grupes, elgesio tipus ir bendrąsias kompetencijas, padedančias sporto specialistams skleisti sveikatą stiprinančio fizinio aktyvumo idėją. Šiame tinklalapyje pateikiama detalesnė informacija apie šiuos HEPA modulius:

1) Vaikų, turinčių specialiųjų poreikių, fizinio aktyvumo skatinimas - kad ateitis būtų šviesi2) Vaikų ir jaunuolių sveikatą stiprinančio fizinio aktyvumo skatinimo politika3) Sveikas gyvenimo būdas - visai šeimai!4) Suaugusiųjų mityba, skaitmeninės technologijos ir sveikatą stiprinantis fizinis aktyvumas5) Elgesio, susijusio su sveikatą stiprinančiu fiziniu aktyvumu, stebėsena ir poveikis jam

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Acercando la mejora de la salud a través de la actividad física al deporte:

Proyecto SPEACH (The Sport, Physical Education and Coaching in Health)

El cuerpo humano está diseñado para moverse La actividad física, incluyendo el ejercicio regular, la actividad física de tiempo libre, el transporte activo y la actividad deportiva regular, son el mejor camino para estar sanos y en forma, tanto física como mentalmente, ayuda a controlar el peso y los problemas asociados a la obesidad. En cambio, permancecer mucho tiempo sentado y ser físicamente inactivo es un comportamiento no natural y perjudicial para nuestra salud en diversos aspectos: físico, social y mental. A pesar de este claro mensaje, todavía un parte sustancial de niños y adolescentes son físicamente inactivos o incluso presentan un comportamiento sedentario.

La importancia del sector del deporte en el cambio de comportamientos El sector del deporte puede jugar un rol fundamental y positivo en animar a niños, jóvenes y adolescentes en la toma de conciencia y el cambio de comportamientos hacia un estilo de vida más activo y saludable. Como profesionales del deporte, ya sea profesores de Educación Física o entrenadores deportivos, tenéis acceso a muchas personas. Ser físicamente activos en el deporte es beneficioso para la salud, pero ocurren efectos favorables adicionales cuando se promueven otras formas de actividad física como caminar, montar en bici o jugar. Con el fin de apoyar a los profesores de Educación Física y entrenadores deportivos en su rol de promotores de un estilo de vida activo y saludable, se creó el proyecto SPEACH.

El proyecto SPEACH El objetivo del proyecto SPEACH es incrementar la toma de conciencia y el cambio de comportamiento a un estilo de vida activo y saludable de los profesionales del deporte y los ciudadanos europeos. Por ello, se desarrollaron lo que llamamos los cinco Módulos HEPA, que pueden ser ofrecidos por profesores de Educación Física y entrenadores deportivos durante las sesiones con sus pupilos. Los módulos se centran en varios temas importantes, grupos objetivo, tipos de comportamiento y competencias genéricas, que pueden ayudar a los profesionales del deporte a promover la mejora de la salud a través de la actividad física. En esta página web, encontrarás más detalles de los siguientes modulos:

1) Estimulación del deporte y la actividad física en niños con necesidades especiales hacia un futuro prometedor

2) Promoción de la mejora de la salud a través de la actividad física en niños y adolescente3) Estilo de vida saludable para toda la familia!4) Nutrición, tecnología digital y mejora de la salud a través de la actividad física para adultos5) Incidencia y monitoreo del comportamiento hacia la mejora de la salud a través de la actividad

física

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Inddragelse af sundhedsfremmende fysisk aktivitets indsatser i idræt:

Sport, Idrætsundervisning og Coaching i sundhed (The SPEACH project)

Mennesket er designet til at bevæge sig Fysisk aktivitet – forstået som regelmæssig motion, fritidsaktiviteter, aktiv transport samt deltagelse i almindelige sport- og bevægelsesaktiviteter – er den bedste måde at holde sig fysisk og psykisk sund. Derudover bidrager fysisk aktivitet også til at påvirke overvægts- og fedmeproblematikken, der i særdeleshed er udpræget i den vestlige verden, i en hensigtsmæssig retning. I modsætning hertil er siddestillende aktiviteter og fysisk inaktivitet en unaturlig adfærd, der tilmed er skadelig for menneskets sundhed målt både på fysiske, sociale samt mentale parametre. På trods af det klare budskab om de gavnlige effekter ved fysisk aktivitet og bevægelse, udviser en stadig stigende andel af børn og unge en fysisk inaktiv og stillesiddende adfærd.

Vigtigheden af idrætssektoren i forhold til en adfærdsændring Idrætssektoren spiller en positiv og væsentlig rolle i forhold til at stimulere og bevidstgøre børn og unge til at ændre deres adfærd imod en mere aktiv og sund livsstil. Mange børn og unge bliver inspireret til bevægelse gennem mødet med idrætsprofessionelle såsom idrætslærere og trænere. Det er klart, at sportsdeltagelse er gavnligt for helbredet, men potentialet for yderligere positive påvirkninger af helbredet opstår, når andre former for fysisk aktivitet og bevægelse, såsom at gå, cykle, og lege også fremmes. På grund af ovenstående muligheder for fysisk aktivitet og bevægelse er SPEACH-projektet blevet udviklet for at støtte idrætsprofessionelle i deres arbejde med at motivere børn og unge til en aktiv og sund livsstil.

SPEACH-projektet SPEACH-projektets mål er at øge bevidstheden og ændre adfærden hos europæiske borgere imod en aktiv og sund livsstil. For at imødekomme dette er fem såkaldte HEPA-moduler blevet udviklet som et tilbud og inspiration til idrætsundervisere og trænere i deres professionelle virke. Modulerne fokuserer på væsentlige tematikker, målgrupper, adfærdstyper og betydelige kompetencer, som hjælper de professionelle med at fremme sundhedsfremmende fysisk aktivitet (HEPA) hos børn og unge. På denne hjemmeside kan du finde yderligere information omkring de enkelte HEPA moduler:

1) Stimulere sport og fysisk aktivitet for børn med særlige behov mod en lysere fremtid2) Sundhedsfremmende fysisk aktivitet blandt børn og unge3) Sund livsstil for hele familien4) Ernæring, digital teknologi og sundhedsfremmende fysisk aktivitet for voksne5) Påvirke og monitorere adfærd rettet mod sundhedsfremmende fysisk aktivitet

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Stimuleren van Health Enhancing Physical Activity

(HEPA) in de sport sector: Het Sport, Physical Education and Coaching in Health (SPEACH) project

De mens is gemaakt om te bewegen Regelmatig sporten, trainen, lichamelijke activiteit gedurende de dag en in de vrije tijd, actief transport (wandelen en fietsen), is de beste manier om fysiek en mentaal gezond te blijven, en helpt overgewicht en obesitas te bestrijden. Daarnaast is te veel, te lang zitten en te weinig lichaamsbeweging onnatuurlijk gedrag en schadelijk voor de gezondheid: zowel fysiek, mentaal als sociaal. Ondanks deze overduidelijke boodschap beweegt een aanzienlijk deel van de huidige generatie kinderen en adolescenten onvoldoende en zitten we te lang en te veel.

Rol van de sportsector in het veranderen van gedrag De sportsector kan een positieve en belangrijke rol spelen in het stimuleren van het bewustzijn van kinderen en adolescenten en het veranderen van gedrag richting een actieve en gezonde leefstijl. Via sportprofessionals zoals gymleraren en sporttrainers kunnen veel mensen bereikt worden. Wekelijks sporten is gezond maar aanvullende positieve effecten kunnen bereikt worden door daarnaast te wandelen, fietsen en te spelen. Het SPEACH-project is ontwikkeld om gymleraren en sporttrainers te steunen in hun rol als stimulator van een actieve en gezonde leefstijl zowel binnen als buiten de sportlessen en trainingen.

SPEACH-project Het doel van SPEACH is om bewustzijn en gedragsverandering van sportprofessionals en Europese burgers ten aanzien van een actieve en gezonde leefstijl te vergroten. In dit kader zijn vijf HEPA-modules ontwikkeld die door gymleraren en sporttrainers gebruikt kunnen worden tijdens de reguliere gymlessen of sporttrainingen die ze geven. De modules zijn gericht op een aantal belangrijke thema’s, doelgroepen, type gedrag en algemene competenties die de sportprofessionals helpen bij het stimuleren van HEPA. Op de SPEACH-website is een uitvoerige beschrijving van de volgende HEPA-modules te vinden:

1) Stimuleren van sport en lichamelijke activiteit voor kinderen met gedragsproblemen2) Stimuleren van HEPA bij kinderen en jeugdigen3) Gezonde leefstijl voor het hele gezin4) Voeding, digitale technologie en HEPA in ouderen5) Beïnvloeden en monitoren van gedrag gericht op HEPA

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MODULE 1 Complex HEPA challenge: ‘Designing environments for children

with special needs to stimulate sports and physical activity’

The issue

Nowadays, there is an increased awareness of children with special social and emotional needs. Children with autism or attention deficit hyperactivity disorder (ADHD), for example, participate within regular communities, such as school classes and sports clubs. Literature shows that children with special needs exhibit more aberrant and (experienced) difficult behaviour; they face more challenges in functioning in social situations than their peers. The social and emotional needs of these children can lead to tensions in relationships with people in their surroundings, such as parents, relatives, friends, teachers, sports coaches and volunteers. Sports and physical activity in general should be accessible for all children, because they lead to a number of HEPA-related outcomes (e.g., positive impact on physical health, future participation in sports) and improved school performance. Overall, teachers and coaches are well equipped to handle (groups of) children and make sure they can participate in a pedagogically secure manner. However, addressing the aberrant behaviour of children with special needs in a sports or physical activity setting poses an additional challenge.

The setting Aberrant and difficult behaviour may have a negative impact on your sports training/PE lesson. In continuation of overall strategies put forward by the European Commission, the national sports/teacher association (in your EU country) has made it a priority to involve and support sports coaches as well as PE teachers in handling aberrant behaviour effectively and thereby strengthen physical and sports activities habits among children with special needs.

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When pitching your ideas, you should: • present the analysed outcomes of your observation of a specific target group, which

includes the preferred analysis method;• give examples of how to deal with aberrant and difficult behaviour related to a specific

target group;• design a lesson/training to create powerful educational environments, based upon

literature and best practices;• prepare a presentation in which you use a theoretical foundation to explain the world

of children with special needs.

Challenge Your national sports / teacher association focuses on the successful participation of children with special needs within sports clubs/PE lessons. Therefore, you as a sports professional are invited to take up this challenge:

Develop and implement powerful educational environments through inclusive sports training/PE lessons to prevent or reduce the negative impact of aberrant behaviour and stimulate sport participation.

In order to give children with special behavioural, social and emotional needs a positive experience of sport activities, it is essential to provide the following conditions when planning a programme or activities:

Ø Create a positive sports experience whereby every experience can be a success.Ø Create an emotionally safe environment.Ø Create a high level of motivation and commitment for all participants.

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Title of the complex health-enhancing physical activity (HEPA) challenge:

‘Designing environments for children with special needs to stimulate sports and physical activity’

Estimated study load EQF 4/5: 56 hours (2 ECTS), EQF 6: 84 hours (3 ECTS), EQF 7: 112 hours

Basic knowledge requirements

The basic skills of teaching sports or PE

How to use this case-based challenge in your curriculum

The case-based challenge is used to underpin/strengthen the students’ knowledge and skills in relation to educational support for specific target groups. Furthermore, this casework will affect multidisciplinary competencies, such as cooperating and communicating with colleagues and creating powerful learning environments.

Vocational level: the specific case is used to recognize and identify behavioural problems from children with special needs in physical education

Bachelor level: the case focuses on recognizing, analysing and explaining the origin and consequences of aberrant problems based on a theoretical model.

Master level: in addition to bachelor level comparing theories, explaining and underpinning choices made within the case, while developing practical outcomes.

Competences Observing Analysing Recognising Developing

After working on this case, the student will obtain competences regarding: - The importance of physical education and sports for children

with special needs;- Learning how one can connect properly with the target group;- Designing a lesson appropriate for the target group;- Psychosocial models & theories of sports behaviour regarding

children with special needs;

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- Theories and practice about how to create a powerful educationalenvironment for children with special needs.

Integrated content PE for specific target groups Changing behaviour

EQF levels Vocational level: 4, 5 Bachelor level: 6 Master level: 7

Learning outcomes (LO) By the end of this case, students should be able to: 1) Recognize and identify behavioural problems from children with special

needs in physical education;2) Analyse and explain the origin and consequences of these problems

based on a theoretical model;3) Perform a practical outcome on the target-oriented preparation for a

specific target group.Combination of learning outcomes and EQF levels

EQF level 4,5: LO number 1

EQF level 6: LO numbers 1 & 2

EQF level 7: LO numbers 1, 2 & 3

Study unit description - Effects of physical activity; the beginning and development of care forchildren with special needs in our society; children with special needsand different support systems in Europe.

- Ecological theory, self-determination theory, information processingtheory, theory on motor learning, theory on constructivism, theory onsports participation, theory on planned behaviour.

- Characteristics, backgrounds and treatments: ADHD, PDD-NOS,ASD.

- Sports participation and sports experience for children with specialneeds.

Student assignment(s) 1) Prepare a learning module in which you use a theoretical foundation toteach in the field. As your target audience, you can choose betweenspecialised professionals (e.g. basketball coaches) or regular sportsprofessionals (PE teachers and overall sports coaches). The contentmust be a combination of the preferences of the professionals, theresearch findings on potential problems with teacher-related skills andthe developed module.

2) Prepare a practical session in which you use a theoretical foundation toshow an intervention which is adapted for the special needs of thesechildren. You can choose between standard sports, like basketball, or‘lifestyle sports’, like free-running. Of course, there must be a logicalrelationship between the aim, the content and the theoreticalfoundations.

3) Prepare a presentation in which you use a theoretical foundation toexplain the world of children with special needs. As a minimum, it shouldcontain a perspective (barriers and successes) on physical educationand sports participation from the children, the teacher and the

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organisation. Of course, the results of interviews with professionals should be part of the presentation.

Assessment 1. Prepare a lecture (30-45 min). You can choose the format, e.g., video,papers, discussion on topics such as prevalence, origin, explanation ofbehaviour (based on a model, e.g., care bags, consequences, effect onsports participation and behaviour, effect on sports attitude).

2. Prepare a lesson (30-45 min) with some brief explanation of thecharacteristics of children with special needs in relation to sportsbehaviour, goals of sport for this type of children, research on the effectof these sports (do not elaborate too much as you do not have a lot oftime); advice on sport content, type and form (e.g., self-defence forchildren with anxiety disorder, aimed at self-confidence).

3. Prepare a workshop for professionals (30-45 min) with some briefexplanation. This workshop could be a working paper, analysis onvideos, discussion.

Literature & supportive content:

Supportive content American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. (text revision) . Washington, DC, USA: American Psychiatric Association Press, 2000. Bartko, W. T., & Eccles, J. S. (2003). Adolescent participation in structured and unstructured activities: A person-oriented analysis. Journal of Youth and Adolescence, 32, 233-241. Beyer, R., Flores, M. M., Vargas-Tonsing, T. M. (2008). Coaches’ attitudes towards youth sport participants with attention deficit hyperactivity disorder. International Journal of Sports Science & Coaching, 3, 555-563. Bronfenbrenner, U., & Morris, P. A. (1998).The ecology of developmental processes. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1: Theoretical models of human development (pp. 993-1028).New York: Wiley.Ekeland, E., Heian, F., Hagen, K.B., Abbott, J.M., Nordheim, L.(2004)Exercise to improve self-esteem in children and young people. CochraneDatabase of Systematic Reviews 2004, Issue 1.Ermioni, S., Katartzi*, Symeon, P. Vlachopoulos (2011). Motivating childrenwith developmental coordination disorder in school physical education: Theself-determination theory approach. Research in Developmental Disabilities32 (2011) 2674–2682.Gano-Overway, L., Newton, M., Magyar, M., Fry, M., Kim, M. S., Guivernau,M. (2009). Influence of caring youth sport contexts on efficacy-relatedbeliefs and social behaviors. Developmental Psychology 2009,45(2):329-340.

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Teacher guidelines for: ‘Promoting physical activity among children and young people’

Study unit description Develop and implement powerful educational environments through inclusive sports training/PE lessons to prevent or reduce the negative impact of aberrant behaviour and stimulate sport participation.

Relevance of this study unit for a future PE teacher/sports coach

PE teachers as well as sports coaches: Addressing the aberrant behaviour of children with special needs in a sports or physical activity setting poses an additional challenge on the work of teachers and coaches.

Suggestions for didactical methods, including suggestions on how to apply them

Lectures (classroom-based learning), group discussion (practice-oriented learning), student presentations of articles, individual study work (reading and presenting), internship, workshops (practice-oriented learning), involving/reflective learning, field trip.

See Appendix 1 for suggestions for a week-to-week schedule.

Specific points of consideration for PE

When the approach is used as described in the module, the coach or teacher makes the difference through reflection in action.

Specific points of consideration for CO

When the approach is used as described in the module, the coach or teacher makes the difference through reflection in action.

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APPENDIX 1 Suggestions for a week-to-week schedule for EQF 6

(Bachelor level)

Time/date Monday Tuesday Wednesday Thursday Friday 9.00-11.30 Introduction of the

internship and weekly assignment

Lecture, workshop: - Sports participationand sports experience

Lecture by experts on: Children with behavioural problems; characteristics, backgrounds and treatments: ADHD, PDD-NOS, ASD

Lectures by experts on - the historyanddevelopmentof care forchildren withspecial needsin our society- supportsystems inEurope

Field trip Preparation for the weekly tasks

11.30-12.30 Lunch Lunch Lunch Lunch Lunch 12.30-13.30 Lecture by expert on

ecological theory, self-determination theory, information processing theory, theory on motor learning, theory on constructivism, theory on sports participation, theory on planned behaviour

Field trip Physical activity outdoor programme

Physical activity indoor programme

Presentations, workshops + discussion + reflection

13.30-15.00 Research skills

15.00-17.00 Preparation next day Preparation next day

Preparation next day

Preparation next day

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MODULE 2 Complex health-enhancing physical activity (HEPA) challenge:

‘Health policy and personal leadership to promote health-enhancing physical activity among children and young people’

The issue

Physical activity, including regular sporting activity and exercise, can be seen as a prerequisite for a healthy lifestyle, since the benefits of physical activity include a reduced risk of cardiovascular disease, diabetes and some types of cancer. Furthermore, physical activity can lead to an improvement in musculoskeletal health, body weight reduction/sustainability and positive effects on mental health development and cognitive processes. With this knowledge in mind, several stakeholders are considering health-enhancing physical activity as a way of solving the increasing amount of health problems, particularly those related to the Western world.

Physical inactivity among children and young people is a real and growing health problem. Various methods and interventions have been proven effective in relation to promoting health-enhancing physical activity and/or prevent inactivity in relation to the youngest members of society. Physical inactivity in children and young people is a damaging health behaviour that can be dealt with. The ideal is to provide all citizens – including children and young people – with equal opportunities and conditions to influence the factors that determine their health and well-being.

Although there are increasing calls across policy areas for interventions to help protect public health and promote positive health behaviours in relation to, for instance, physical activity, there is not a strong history of collaboration between key stakeholders. Therefore, physical activity must be taken to a political level in order to act on the growing health problem in children and young people.

The setting Therefore, in continuation of overall strategies put forward by the World Health Organisation (WHO) and the European Commission, the national and local government (in your EU country) has made it a top priority to involve and commit a wide variety of organisations in concerted efforts to strengthen physical activity habits among children and young people.

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The latest national health survey shows that about 15% of high school students are physically active at least 60 minutes per day. Among 9-13 year olds, 40% state that they participate in organised physical activity.

One of the overall goals of the newly released national programme called ‘A healthy start’ is to increase the number of children and adolescents that meet the general guidelines as regards physical activity – among other things, to strengthen efforts to tackle excess weight and/or obesity among the youngest generation. Also, the programme very much builds on research evidence, expert and experience-based knowledge about ways to empower and inspire children and young people at different stages of their lives.

In this case, students should develop the following competences: analyse, recognise and develop.

When pitching your ideas, you should: • State reasonable and adequate evidence for your choice of a health-enhancing

physical activity policy/policies;• Present a draft plan on how you will promote the proposed health-enhancing physical activity

policy/policies change/development;• Clarify how you will ensure optimal stakeholder involvement (e.g., via participatory

planning or expert seminars and consultations);• Describe a framework for action: propose appropriately tailored measures and interventions

for the health-enhancing physical activity policy/policies you have in mind;• Sketch out upcoming milestones for the further WG process and how you intend to lead this.

Challenge The Local Education Authorities (LEA) have assigned you (either individually or as a team) to head up a Working Group (WG) of experts, special advisors and civil servants tasked with putting together a catalogue of policies to promote active living and, more generally, health-enhancing physical activities, at the municipal level. Policies building on cross-sectoral and intermunicipal collaborations have top priority. The catalogue of policies should aim for an overall four-year implementation period, but initially the focus is on operationalising the first 12 months.

As group leader, you are due to present your first ideas to the LEA in the very near future.

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‘Promoting physical activity among children and young people’

Estimated study load 125 hours (± 4,5 ECTS) - 45 hours on campus for lectures, workshops/group work and the policy game, 80 hours of preparation- EQF 4/5: ± 84 hours EQF 6: ± 125 hours EQF 7: ± 125 hours


None


The case-based challenge is used to underpin/strengthen the students’ knowledge and skills in relation to personal leadership, project management and health-enhancing physical activities - health policy issues, policy development and implementation. Furthermore, this casework will affect multidisciplinary competences, such as cooperation with colleagues, strategic communication, leadership and networking capabilities.

Vocational level: the specific case is used to obtain understanding and theoretical knowledge within the field of health policy and personal leadership through a hands-on experience, such as field trips and a policy simulation game.

Bachelor level: used as a case in courses on health policy and/or project management in order to promote the understanding of the taught theories.

Master level: used as a case in courses in which health policy and project management is essential. However, the outline of the course (as described below) is not as rigorous at the Master level compared to the Bachelor level.

Competences Analysing Recognising Developing

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After working on this case, the student will be able to: - Conduct needs assessments based on the best available evidence and

expert knowledge within the area;- Set intervention objectives, select appropriate intervention methods, plan

for implementation and for evaluation;- Understand personal leadership styles and different personalities and,

based on such knowledge, assemble teams best suited to a given task;- Apply health promotion planning tools to base decision-making on the

best available research evidence, available resources and populationcharacteristics, needs, values and preferences;

- Use personal, private and public leadership techniques and skills toinspire people and create opportunities;

- Coordinate processes of particular relevance to successful policybuilding.

Integrated content Health policy Personal leadership Project management

EQF level Vocational level: 4, 5 Bachelor level: 6 Master level: 7

Learning outcomes (LO) By the end of this case, students should be able to: 1) Identify leadership as both a personal and public process with three key

components: leaders, followers/actors and the context in which they interact;2) Identify basic theories within the field of health policy and personal

leadership;3) Design a health-enhancing physical activity policy based on policy

development approaches combining a) the best available researchknowledge, b) expert input, and c) experience-based knowledge based onthe input of professionals and stakeholder interests, values and wishes;

4) Apply leadership know-how and skills in order to help a group create andachieve shared goals through vision-building and motivation and know howto capitalise on the competences of each individual;

5) Apply health promotion planning tools to design theory-based objectives forhealth promotion programmes and to select evidence-based interventionmethods and practical strategies.

Combination of learning outcomes and EQF levels

EQF level 4, 5: LO numbers 1, 2

EQF level 6: LO number 3

EQF level 7: LO numbers 4, 5

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Study unit description Develop a guideline containing policies to improve physical activity among children and young people and to act on different challenges within that process, combining cross-sectoral and intermunicipal collaborations within an overall four-year implementation period.

Student assignment(s) 1) Throughout the course and during group work sessions, the students workon the case based on health policy, personal leadership and projectmanagement theories taught by the lecturer.

2) During the policy simulation game, the students continue working on theircase development. The policy simulation game presents different challengesto the students, which they must act upon.

3) Prepare a presentation of the developed catalogue (cf. ‘Challenge’)containing suggestions on health policies to promote active living and, moregenerally, health-enhancing physical activities at the municipal level.Students will receive critical questions from the audience in order to obtainfeedback to take into account when writing the finalpaper/suggestion/edition.

4) Final report on their case development.

Assessment The casework concludes with a combined exam: Written essay on both theoretical and practical perspectives in relation to health policy processes and/or leadership. The essay must a) be based on team discussions, b) be linked to experiences from the policy game, c) take into consideration the feedback received through student assignment 3 and d) be written in groups.

Individual oral exam where the students present their first ideas to the LEA (cf. the case challenge).

An overall grade is given for the combined exam.

Literature & supportive content

Supportive content Health policy Buse, K., Mays, N. & Walt, G. (2012): Making Health Policy. Open university press, second edition.

Personal leadership Blanchard, K. (2007): Leading at a higher level. Prentice Hall. Scouller, J. (2011): The Three Levels of Leadership: How to Develop Your Leadership Presence, Knowhow and Skill. Management Books 2000 Ltd.

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Study unit description Develop a guideline containing policies to improve physical activity among children and young people and to act on different challenges within that process, combining cross-sectoral and intermunicipal collaborations within an overall four-year implementation period.


PE teacher: This module is of great relevance for future PE teachers. Health policy and policy in general dictate the framework within which all health-related activities take place. By understanding this framework, students will be able to understand and identify barriers and possibilities within the health area – both in terms of treatment and prevention. In this health-enhancing physical activity case, however, the focus is predominantly on preventive issues.

Sports coach: This module is of great relevance for future sports coaches, since the personal leadership aspect is important in order to understand oneself in relation to other people and vice versa. By taking this module, students will be able to identify how to lead themselves and others in relation to overall objectives/aims/goals. The students will become aware of their personal style of leading themselves and others.


Lectures (classroom-based learning), group discussion (practice-oriented learning), student presentations of articles, individual study work (reading and presenting), internship, workshops (practice-oriented learning), involving/reflective learning, field trip.

See Appendix 1 for suggestions for a week-to-week schedule Specific points of consideration for PE

Health policy framework Possibilities and barriers within the health policy framework


Project management Group work Leading oneself and others

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(Bachelor level)

Week Subject Topic Content 1 (4 hours of attendance, 8 hours of preparation)

Introduction

Personal leadership/project management

Introduction to the course and introduction to group work

Exploring personality tests and instruments, their applications and possibilities for interpretation

Lectures (2 hours) Introduction to personal leadership in general and to personality tests as a method to obtain optimal teamwork. Complete one such personality test as a basis for establishing casework groups (e.g., the Whole Brain personality test).

Introduction to leadership responsibility to understand the leader’s larger role in implementing strategic plans in support of the organisation’s goals. This requires both expansive thinking and increased leadership skills to engage a team that is focused on results.

Dividing into groups of 3-5 people who will be working together on the casework in the group work throughout the module.

Group work (2 hours) Who am I as a member of the team? Who are we as a team? Which strengths does our team have?

- Each team member completes apersonality test.

- The team members gather to discusseach member of the team using theINTJ (or other relevant instrument).

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When talking about a person, that person listens in silence.

- Compare the individual personalitytests and the group discussion.How do we use the quality of eachteam member to the best extent?

The lecturer will facilitate the group work by going around asking questions – using inclusive language and providing ample time for students to gather their thoughts and contribute to discussions.

2 (4 hours of attendance, 8 hours of preparation)

Health policy General introduction to health policy.

Lectures (2 hours) Introduction to the health policy framework: political approach to policy analysis, providing tips on gathering information for analysis, and ways to change in public health.

What is public policy? Why should we study public policy? What do we know about physical activity and sedentary behaviour in children and adolescents?

Group work (2 hours) The aim of the group work today is to elaborate the case. Consider: 1) Do we have a (potential) problem? 2) What are the causes of the condition? 3) Who should we target? 4) What and how can we do it? (Optionally: 5) What did we learn?)

Based on the presentation and what we have learned so far, what is our overall understanding of the case? How do we deal with it? What can each person contribute to the casework – strengths and weaknesses?

The lecturer will facilitate the group work by going around asking questions – using inclusive language and providing ample time for students to gather their thoughts and contribute to discussions.

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Health policy Health policy triangle


Lectures (2 hours) Health policy part: Introducing the use of evidence on policy evaluation and exploring the link between research and policy. Furthermore, a focus on different types of interest groups in the health sector, which are compared in terms of their resources, tactics and success in the policy process.

The health policy triangle is used as the overall visualisation model for the students to explain the aim of the different lectures and how they relate to each other.

Group work (2 hours) Based on this new knowledge from the presentation, how do we use evidence, intersectoral collaboration and interest groups in the case?

Personal leadership part: Introduction to basic personal and leadership skills that are nowadays essential in professional life. This includes skills in differentiating leadership and management; understanding people, teams, and organisations; getting results through teamwork; perceiving and communicating; presenting and moderating; giving and receiving feedback; managing conflict and dealing with emotions (your own and those of others).

Group work (2 hours) The aim of the group work today is to apply what we have learned about health policy to the casework.

The groups will be working alone on this subject without any lecturer present. One group (or two, depending on the amount of students) will present their ideas during the following lecture.

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Opportunity for the lecturer to be present to help in case of questions.

Opportunity for the lecturer to include student presentations about the student’s development regarding the set task.


Health policy


Health policy triangle

Lectures (2 hours) Stakeholder analysis (actors) Introduces an overview of theories which help explain the relationship between power and policymaking. How is power exercised by different groups? How do political systems and governments transform power into politics? How is power distributed? How does power affect decision-making processes?

Group work (2 hours) Based on this new knowledge from the presentation, which stakeholders are relevant to the case? How do we make the case a top priority for them? What is important to remember?





Health policy



Agenda setting

Manage different interests

Lectures (2 hours) Agenda setting Introduction to agenda setting and discussing why some subjects ‘make it’ to the agenda and others do not. Furthermore, a focus on the policy implementation process with ‘top-down’ and ‘bottom-up’ approaches

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to explaining (the lack of) policy implementation.

Finally, a discussion on different agendas from different stakeholders. How do we manage to keep everyone included in the project satisfied with the agenda of our casework?

Group work (2 hours) Based on this new knowledge from the presentation, how do we set the agenda and achieve policy implementation for this case in particular?





Health policy



Lectures (2 hours) Milestone planning (process) Milestone planning as a tool for reaching project goals as stated in the agenda : what should be done when, etc.

Group work (2 hours) Based on this new knowledge from the presentation, how do we relate the power and policy process in regard of this case? How do we make the case a top priority for politicians? What is important to remember?


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Policy simulation game

Leading in context vol. 1.

Lecture (1 hour) Presentation of previous group work and introduction to game simulation.

Simulation game (6 hours) A health policy simulation game consisting of different tasks, actors, and different kinds of impacts on a given project. The student must learn to navigate between the prioritised tasks, the internal/external influences and the impacts no one could predict.

Tasks include: - Budgeting how much their ideas

would cost if carried out in real life.- Navigating political decisions made

top-down without possibility ofnegotiation.

- Navigating challenges in relation to achange of focus in the caseobjectives.

Lecturers are welcome to add further challenges to the policy simulation game.

The lecturer will be present to monitor the process and to assist students.

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Policy simulation game

Leading in context vol. 2.

Simulation game (7 hours) A health policy simulation game consisting of different tasks, actors, and different kinds of impacts on a given project. The student must learn to navigate between the prioritised tasks, the internal/external influences and the impacts no one could predict. The lecturer will be present to monitor the process and to assist students.

Tasks include: - Budgeting how much their ideas

would cost if carried out in real life.- Navigating political decisions made

top-down without possibility ofnegotiation.

- Navigating challenges in relation to achange of focus in the caseobjectives.

Lecturers are welcome to add further challenges to the policy simulation game.

The lecturer will be present to monitor the process and to assist students.


Presentation of casework

Workshop/project presentations based on the group work throughout the module and the simulation. Students must present their group work process and their solution to the case (7 hours).

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MODULE 3 Complex HEPA challenge: ‘Development of a family-based HEPA

project in a school/sports club context’

The issue Physical inactivity is a growing health problem in Europe and worldwide. The current levels of physical inactivity are caused by insufficient participation in physical activity during leisure time and an increase in sedentary behaviour. For children and young people, physical activity includes play, sports, active transport, physical education or planned exercise, in the context of family, friends, school and community activities.

Childhood obesity, due to a lack of physical activity, is a serious health challenge. Overweight and obese children are likely to stay obese into adulthood and more likely to develop diabetes and cardiovascular diseases. Prevention of childhood obesity and promotion of physical activity should be a high priority on policy levels as well as on a more executive level, e.g. during physical education and sports lessons. Since families, especially parents, play a crucial role in the activity and nutrition habits of their children, involving the family is very important when focusing on changing the behaviour of children.

The setting As a physical education teacher/sports coach, it is your job to promote physical activity among children and young people and make them aware of the importance of a healthy lifestyle. You play a key role in increasing their enthusiasm for sports. That is why the school board/sports club director has asked for your help. Despite the fact most children are physical active (at school and/or sports clubs), too many children are at risk of becoming overweight or even obese. Therefore, there is a need for a health promotion project together with the school/the local sports clubs and other local organisations.

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When pitching your ideas, you should: - Substantiate your action plan by linking it to theories about motivation and changingbehaviour, health policy, intervention mapping, motivational interviewing & socialmarketing;- Give the project a cool, attractive name!

Challenge Develop an action plan to organise and motivate the entire family for HEPA by giving substance to the health promotion project. You must assemble a group of experts to work out this health promotion project. The school board/sports club director thinks it is very important to involve the whole family in this project. The goal is to enhance and maintain the health of children and make sure the parents become (more) aware of the ‘do’s and don’ts’ regarding physical activity and nutrition in normal daily life, both for their children and for themselves.

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Development of a family-based HEPA project in a school/sports club context

Estimated study load EQF 4/5: ± 50 hours (± 2 ECTS)EQF 6: ± 70 hours (± 2,5 ECTS)EQF 7: ± 85 hours (± 3 ECTS)


EQF 4/5: basic knowledge of HEPA EQF 6: basic knowledge of HEPA EQF 7: basic knowledge of HEPA + sport pedagogy and psychology


Integrated into the current educational curriculum: - Sport-specific- Sport/health psychology- Sport pedagogy

Vocational level: the specific case is used to obtain understanding of working with a group of experts through a hands-on experience regarding motivation of children and their parents towards health enhancing activities and nutrition.

Bachelor level: in addition to the vocational level the case is used to develop a plan of action and to deepen the knowledge e.g. by working with intervention mapping.

Master level: in addition to the bachelor level the case is used to identify basic theories within the field of motivation, changing behaviour and health policy.

Competences Communicating Developing Motivating Reflecting and evaluating

While working on this case, students should obtain competences regarding: - Communication and cooperation with local partners, children and

their families (of different socio-economic status) & presentationsskills (EQF 4+5, 6 & 7);

- Different steps in health promotion programmes (EQF 6 & 7);- Models and theories regarding changing behaviour and motivational

coaching (EQF 6 & 7).

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Integrated content Changing behaviour Motivational theories Intervention mapping Health policy


Learning outcomes (LO) By the end of this case, students should be able to: 1) Assemble a group of experts (local);2) Identify basic theories within the field of motivation, changing behaviour

and health policy;3) Develop an action plan for health promotion;4) Motivate children and their parents for HEPA (taking into account

families with different SES);5) Sharing knowledge and experience, present the project to the target

audience (parents, colleague’s, etc.).


EQF 4/5: LO 1,4 & 5 EQF 6: LO 1, 3, 4 & 5 EQF 7: LO 1, 2, 3, 4 & 5

Study unit description Develop an action plan to organise and motivate the entire family for HEPA by giving substance to the health promotion project:

• Motivational theories and changing behaviour;• Health policy;• Intervention mapping;• Motivational interviewing & social marketing.

Student assignment(s) Aim – activities – results – time

EQF 4/5 1: Social involvement – assemble a group of local experts – report – 10 hours 2: Implementation on child level – motivate the children for the project – didactical materials – 12 hours 3: Implementation on family level – organise an information evening for the parents to motivate them for the project (incl. communication etc.). Be creative! – information evening + communication materials – 10 hours

EQF 6 1: Social involvement – assemble a group of local experts – report – 10 hours 2: Intervention mapping – develop an action plan for the project – write a script – 12 hours 3: Implementation on child level – motivate the children for the project – didactical materials – 12 hours 4: Implementation on family level – organise an information evening for the parents to motivate them for the project (incl. communication etc.). Be creative! – information evening + communication materials – 10 hours

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EQF 7

1: Social involvement – assemble a group of local experts – report – 10 hours 2: Intervention mapping – develop an action plan for the project – write a script – 12 hours 3: Implementation on child level – motivate the children for the project – didactical materials – 12 hours 4: Implementation on family level – organise an information evening for the parents to motivate them for the project (incl. communication etc.). Be creative! – information evening + communication materials – 10 hours 5: Reflection – evaluate the different steps taken – presentation – 8 hours

Assessment EQF 4/5: Written report (= social involvement): 20% Didactical materials (= implementation): 40% Expert evaluation & peer evaluation (information evening + communication = implementation): 40%

EQF 6: Written report (= social involvement): 10% Written script (= applying theories): 20% Didactical materials (= implementation): 35% Expert evaluation & peer evaluation (information evening + communication = implementation): 35%

EQF 7: Written report (= social involvement): 10% Written script (= evaluating and applying theories): 20% Didactical materials (= implementation): 30% Expert evaluation & peer evaluation (information evening + communication = implementation): 30% Presentation (= reflection): 10%


Changing behaviour: - Bartholomew E., L. K., Markham, C. M., Ruiter, R. A. C., Fernàndez, M.

E., Kok, G., & Parcel, G. S. (2016). Planning health promotion programs:An Intervention Mapping approach (4th ed.). Hoboken, NJ: Wiley.

- Bishop P.A. (2008). Measurement and Evaluation in Physical ActivityApplications. Paper Book. Amazon. com

- Department of Health and Human Services, 2011.The CDC Guide toStrategies to Increase Physical Activity in the Community. Centers forDisease Control and Prevention. Atlanta: U.S.

- Gavin J.(2005). Lifestyle fitness coaching. Champaign: Human Kinetics- Glanz, K, Rimer, B.K., Viswanath, K. (2008). Health Behavior and Health

Education: Theory, Research, and Practice. 4th edition. Jossey-Bass.- Hardman A.E. Stensel D.J. (2009). Physical Activity and Health: The

Evidence Explained. Paper Book Amazon.com- Heaney C. et al. (2009) Exploring sport and fitness: work-based practice

London, New York: Routledge- Lippke, S., Ziegelmann, J.P. (2006). Understanding and Modeling Health

Behavior. Journal of Health Psychology, 11(1), 37-50.

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- Rahl, R.L. (2010). Physical activity and health guidelines. Champaign:Human Kinetics

- Ransdell, L., Dinger, M., Huberty, J., Miller, K. (2009). DevelopingEffective Physical Activity Programs. Human Kinetics.

- Shumaker, S.A., Ockene, J. K., Riekert, K. A. (Eds.) (2009). TheHandbook of Health Behavior Change. Springer Publishing Company

- Social marketing of health: http://www.amazon.com/Social-Marketing-Public-Health-practice/dp/0199550697

- Thirlaway, K. & Upton, D. (2009). The Psychology of Lifestyle: PromotingTaylor & Francis Group. Healthy Behaviour. London and New York:Routledge.

- http://interventionmapping.com/simpl andhttp://interventionmapping.com/lectures.

Motivational theories: - Bandura, A. (2004). Health promotion by social cognitive means. Health

education & behavior, 31(2), 143-164.- Champion, V. L., & Skinner, C. S. (2008). The health belief model. Health

behavior and health education: Theory, research, and practice, 4, 45-65.- French J., Blair-Stevens C., McVey D. & Merritt R. (2010). Social

Marketing and Public Health theory and practice. Oxford University Press.- Ntoumanis, N., Thøgersen-Ntoumani, C., Deci, E. L., Ryan, R. M., Duda,

J. L., & Williams, G. C. (2012). Self-determination theory applied to healthcontexts a meta-analysis. Perspectives on Psychological Science, 7(4),325-340.

- Prochaska, J. O. (2008). Decision making in the transtheoretical model ofbehavior change. Medical Decision Making.

Health policy: - Van Acker, R., De Bourdeaudhuij, I., DeMartelaer, K., Seghers, J., Kirk,

D., Haerens, L., De Cocker, K. & Cardon, G. (2011), “A framework forphysical activity programs within school-community partnerships”, Quest,Vol. 63 No. 3, pp. 300-320.

- Quinn, M.A., et al.(2016),"Quantifying collaboration using Himmelman ' sstrategies for working together", Health Education, Vol. 116 Iss 1 pp. 34 –49 http://dx.doi.org/10.1108/HE-03-2014-0034

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Teacher guidelines for: Development of a family-based HEPA project in a school/sports club context

Study unit description Develop an action plan to organise and motivate the entire family for HEPA by giving substance to the health promotion project:

• Motivational theories and changing behaviour;• Health policy;• Intervention mapping;• Motivational interviewing.


PE teachers as well as sports coaches will be able to refer to contemporary health policy and social change theories and understand modern insights into effective ways of influencing communities (parents, children etc.) on multiple levels.


Lectures (classroom-based learning): intervention mapping. Group discussion (practice-oriented learning): assemble a group of experts. Individual study work (reading and presenting): motivational theories and changing behaviour.Workshops (practice-oriented learning): communication and motivation children and parents (with different SES). Involving/reflective learning: information evening and presentation reflection See Appendix 1 for suggestions for a week-to-week schedule.


Adapt to different age groups, social economic backgrounds, et cetera.


All applications of the case must involve real coaching settings for a specific sport.

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(Bachelor level)

Week Subject Topic Content 1 (6 hours student attendance, 4 hours student work)

Introduction Introduction to the course/case

Health policy

Lectures (6 hours) Brief introduction to the course in general and what is expected at the exam, followed by a brief introduction to the casework based on knowledge obtained from health policy and project management. Individual student work: reading health policy (4 hours)

2 (6 hours student attendance, 8 hours student work)

Health policy Agenda setting Policy implementation Collaboration in local public health work

Lectures (4 hours) Introduction to agenda setting and discussing why some subjects ‘make it’ to the agenda and others do not Focus on different types of interest groups in the health sector, especially those most related to HEPA Group discussion (2 hours) Mapping local key partners – written report assembling a group of experts (8 hours)


Motivation theories + changing behaviour

Intervention mapping

Lecture (6 hours) Learning how to develop an action plan in health promotion

Group discussion: intervention mapping (2 hours) Written script action plan (4 hours) Individual work: reading motivational theories and changing behaviour (4 hours)

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4 (6 hours student attendance, 10 hours student work

Motivation theories + changing behaviour Social marketing

Motivate the family

Workshops (6 hours): motivate children and parents for HEPA, based on real-life situations (simulation games) & field trip (visit families at home, sports clubs)

Develop didactical materials (10 hours)


Presentation of casework

Workshop/project presentations (14 hours) - Information evening for parents (8

hours)- Reflection presentation by students (6

hours)

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MODULE 4 Complex HEPA challenge:

‘Understanding the changes of the human body and the impact of nutrition and physical activity on adults (40-59 years)’

The issue

Most adults in the age range of 40-59 face the challenge of juggling work, family life, commitments, lifestyle changes and often stressful lifestyles with little time for physical activity (PA) and exercise. A report by Special Eurobarometer 412 Sport and physical activity (March 2014)1 revealed that 61% of those aged 46-54 and 70% of those aged 55+ seldom or never participate in PA and sports. The obesity records of this age group2 indicate that nutritional knowledge needs to be enhanced to impact healthy living, despite the fact that the workforce in the sports, leisure, fitness, exercise and healthy weight management domain has been providing various practical, counselling and behaviour change services to support health-enhancing physical activity (HEPA) to this age group. Furthermore, people aged 40-59 potentially have access to information through various sources of published and digital media (World Wide Web; academic open sources) that contain information about the changes of the human body and the impact of nutrition and physical activity. Nevertheless, misconceptions about HEPA and the impact of nutrition on the human body remain.

At the same time, wearable technologies are a relatively new entrant in the health and fitness sector. Examples of health and fitness wearable devices and applications include health monitors, fitness trackers, activity monitors and analysis aids. According to Orange (2014), fitness and medical wearables accounted for 60% of the wearables market in 2013 and it is predicted that the health wearables market will be worth roughly £3.7 billion/€3.1 billion by 2019. The increase of wearable health and fitness devices remains an ongoing trend; the technology associated with these wearable devices is improving rapidly. Devices are becoming increasingly smaller and more energy-efficient, making them better suited for sensing and giving feedback continuously. Shuger et al. (2011), in the International Journal of Behavioural Nutrition and PA, concluded that continuous self-monitoring from wearable technology with real-time feedback might be particularly useful to enhance lifestyle changes that promote weight loss in sedentary overweight or obese adults. This strategy, combined with a group-based behavioural intervention, may yield optimal weight loss. Nevertheless, Middelweerd et

1http://ec.europa.eu/health/nutrition_physical_activity/docs/ebs_412_en.pdf2TheEuropeanAssociationfortheStudyofObesityhttp://easo.org/education-portal/obesity-facts-figures/

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al. (2014)3 noted that - although the most frequent wearable technology techniques include self-monitoring, feedback on performance and goal-setting - the quality of applications (apps) with regard to health behaviour change techniques is unclear.

Considering all this, it is relevant to explore how a sports coach or PE teacher (who also focuses on this specific target group) can motivate an individual to get engaged with HEPA. How can they support an individual to understand the ongoing changes of the human body in adulthood (40-59), such as the impact of nutrition and a slowdown in the metabolic rate? What are the typical changes that the human body undergoes at this phase in life? What informed choices do people need to make to address nutritional and weight-related problems and diseases that are typical at this age? What programmes informed by nutritional and PA research can be offered as a service in an organised setting or through an enterprise? How can wearable technology help people monitor HEPA? This case will be challenging the knowledge, understanding, skills and leadership required to engage participants in HEPA.

The setting While physical education (PE) teachers and sports coaches primarily work with children and young adults, it is not unusual for them to offer PA provisions for other age groups. There are several groups to be determined from different perspectives that are interested in taking up sports or physical activity (again). Parents and carers of children who participate in out–of-school activities with their PE teachers and coaches often yearn to do some PA for themselves while their children are completing their sessions. Meanwhile, some adults (40-59) who enjoyed playing team sports such as football, basketball, hockey and netball at highly competitive levels, picked up some injury along the way and are often advised to refrain from participating at competitive level to limit the potential injuries of high-impact sports on their aging bodies. By consequence, ‘walking sports’4 are gaining acceptance by some governing bodies, such as

• basketball (http://www.surreysportspark.co.uk/sports/Basketball/Walking%20Basketball/)• netball (http://www.englandnetball.co.uk/my-game/Walking_Netball)• rounders (http://www.roundersengland.co.uk/play/rules/)• football (http://www.walkingfootballunited.co.uk/ ;

http://www.worldamputeefootball.com/rules_i.htm)• hockey https://www.youtube.com/watch?v=HRPYmHzI70s• rugby (http://www.telegraph.co.uk/news/health/elder/11816791/Rugby-as-youve-never-seen-

it-before-older-players-give-game-a-more-genteel-pace.html)

PE teachers will be working with their national professional association and sports coaches with their governing bodies to deliver a new provision of health-enhancing physical activity and nutritional information for adults (40-59) through the programme “Move for your health”. The overarching goal of

3Middelweerd,A.,MolleeJ.S.,vanderWal,N.,Brug,J.,teVelde,S.(2014)Appstopromotephysicalactivityamongadults:areviewandcontentanalysisInternationalJournalofBehavioralNutritionandPhysicalActivity201411:97DOI:10.1186/s12966-014-0097-9https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-014-0097-9

4 http://www.saga.co.uk/magazine/health-wellbeing/exercise-fitness/walking-sports#;http://www.over50s.com/walking-sports-50/

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the proposed programme is to increase PA among the target group (40-59). Participants will be trained to make informed choices about using wearable technology to meet the general guidelines of PA, understand when their activity is contributing to weight loss or cardiovascular fitness and strengthen the efforts to tackle excess weight and/or obesity. In addition, the programme is based on the latest research-informed evidence, practice-based knowledge and expertise on ways to empower and inspire participants among the target group.

When pitching your findings, you should: 1. demonstrate a systematic understanding and apply the principles of nutrition in a physical activityand/or sports coaching context;2. exhibit a conceptual understanding of the interaction between nutrition and physiological function;3. collect, present, record, analyse, interpret and critically evaluate data in this field, including theuse of digital technology;4. reach out to a target group to engage in physical activity;5. recognise the individual needs of participants and develop and critically evaluate a programme ofhealth-enhancing physical activity for the target group.

Challenge

You (and your team) have been tasked by your professional body to develop a programme of health-enhancing physical activity (HEPA) for a new client group: adults at the age range of 40-59.

Your programme needs to bring together various stakeholders that provide physical activities for this age group. The unique characteristic of this programme will be the integration of nutrition, wearable technology and walking sports to support participants in their journey to understand the changes of the human body and the impact on health-enhancing physical activity.

This programme will be piloted in your region firstly with the intention of rolling it out nation-wide.

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Understanding the changes of the human body and the impact of nutrition and physical activity on adults (40-59 years)

Estimated study load ± 112 hours (4 ECTS): 44 hours: lectures/workshops/discussions, 68 hours: group work, field work, assignments.EQF 4/5: ± 56 hours EQF 6: ± 84 hours EQF 7: ± 112 hours


No prerequisites


The case-based challenge is used to promote the understanding of declarative knowledge and its practical application, taking into account research, policies and the practicalities of rolling out health-enhancing physical activities in various settings.

In addition, the case-based challenge underpins and strengthens the students’ knowledge, analytical and practical skills in relation to personal leadership, nutrition and physical activity policy issues, emerging physical activities for target groups, wearable technology, policy development and implementation. Furthermore, this case-based challenge instils employability skills, such as cooperation with colleagues, strategic communication, adaptability, entrepreneurial skills, leadership and networking capabilities.

Vocational level: the specific case is used to obtain basic theoretical knowledge on nutrition, psychological functions and physical activity as well as working with digital technology in the field.

Bachelor level: in addition to the vocational level the case is used to demonstrate a more systematic and conceptual understanding of the subjects. Data found by working in the field should not only be collected but also be interpreted and critically evaluated.

Master level: in addition to the bachelor level the case is used to deal with complex issues e.g. regarding the interaction between nutrition and physiological function. While working in the field self-direction and originality as well as acting autonomously should be demonstrated.

Competences Developing

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Recognising Analysing Applying Recording Using digital technology

Working on this case, students should obtain the following competences:

• Developing an understanding of the nutritional factors that influencephysiological function and the associated links to health, fitness andparticipating in physical activities.

• Recognising the role of physical education and coaching for a targetgroup (adults 40-59) and applying scientific knowledge to developprogrammes of physical activities.

• Analysing and recognising scientific knowledge about nutrition andphysical activity.

• Recognising and evaluating the use of digital technology to recordhealth-enhancing physical activity.

Integrated content Nutrition and physical activity for a specific target group Personal leadership


Learning outcomes (LO) Level 4-5 (vocational) By the end of this module, students should be able to: 1. apply the principles of nutrition in a physical activity and/or sports coachingcontext;2. understand the interaction between nutrition and physiological function;3. record, analyse, interpret and evaluate data in this field, including the use ofdigital technology;4. reflect on the individual needs of participants, assist in the development of aprogramme and evaluate the engagement of health-enhancing physical activityfor individuals or a target group.

Level 6 (Bachelor) By the end of this module, students should be able to: 1. demonstrate a systematic understanding and apply the principles of nutritionin a physical activity and/or sports coaching context;2. exhibit a conceptual understanding of the interaction between nutrition andphysiological function.3. collect, present, record, analyse, interpret and critically evaluate data in thisfield, including the use of digital technology;4. reach out to a target group to engage in physical activity;5. recognise the individual needs of participants and develop and criticallyevaluate a programme of health-enhancing physical activity for the target group.

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Level 7/Master By the end of this module, students should be able to: 1. demonstrate a systematic understanding as well as a critical awareness andapply the principles of nutrition in a physical activity and/or sports coachingcontext, much of which is aimed at an academic discipline or area of professionalpractice;2. deal with complex issues both systematically and creatively and understandthe interaction between nutrition and physiological function;3. engage with conceptual knowledge and understanding, current research,methodologies and advances, and record, analyse, interpret and criticallyevaluate data in this field, including the use of digital technology;4. demonstrate self-direction and originality in tackling and solving problems,and provide scientific advice on nutritional strategies for an individual;5. act autonomously, exercise personal responsibility in planning andimplementing tasks at the professional level, recognise the individual needs ofparticipants, develop a programme of health-enhancing physical activity for thetarget group and reach out to the target group to engage in physical activity.


EQF level 4-5: Vocational EQF level 6: Bachelors EQF level 7: Masters

Study unit description This study unit consists of the study of the nutritional requirements of those involved in physical activity from both a health and performance perspective. This module introduces the concept of energy balance in the human body, both at rest and during exercise. Nutrients are studied in terms of their structure, breakdown, digestion and absorption in the human body. The role of key nutrients is explored in relation to homeostasis in the human body, and links to dietary strategies for health, exercise, and sports performance are investigated.

In addition, this module focuses on the potential nutritional strategies that an applied practitioner may have to advise. The module considers nutritional issues associated with body composition, specifically weight gain and weight loss from both a health and performance perspective. The module also investigates ‘popular’ material and wearable digital technology that is aimed at the fitness/exercise/sports participant from a scientific perspective.

This study unit engages participants in planning and leading practical activities in different settings to develop competences in a series of practice-based activities, such as walking sports.

Student assignment(s) 1. The aim of the assignment is to provide the students with the tasks theyneed to achieve the learning outcomes of the module appropriate to theEQF level the module is taught at.

2. Activities that students need to carry out

Task 1: Knowledge enrichment activity (20%)Task 2: Assignment: scientific report (group task) (40%)Task 3: Portfolio of engagement with clients and the workplace(individual task) (40%)

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Assessment Task 1: Knowledge enrichment activity (20%) This task can be a short question and answer, written or oral task.

Task 2: Assignment (group task) (40%) Coursework: prepare a factsheet supported by scientific research and research-informed practice on the changes of the human body and the impact of nutrition and physical activity on adults (40-59 years). You may like to address some of the following issues:

i. What are the typical changes that the human body undergoes inadulthood (40-59 years)?

ii. What informed choices do people need to make to addressnutritional and weight-related problems and diseases that aretypical at this age phase?

iii. What digital wearable and other technology is available to supportengagement in health-enhancing physical activity and what criteriacan help one make an informed choice regarding the appropriatetechnology for the needs of individual participants?

iv. How can an individual lead a physically active life and understandthe changes of the human body, in particular the impact of nutrition?

v. What research-informed programmes for nutritional and health-enhancing physical activity would you, as a physical educationteacher/coach, be able to offer as a service in an organised settingor through an enterprise?

vi. How can a physical educator or coach support an individual tounderstand the ongoing changes of the human body duringadulthood (40-59), such as the impact of nutrition and a slowdownin the metabolic rate?

Task 3: Portfolio (individual task) (40%) You are expected to work as an assistant in a professional setting and to put together a portfolio of activities and tasks in the workplace. Your portfolio needs to show evidence of your engagement with clients and professionals in the workplace and a reflection on your undertakings. Furthermore, you need to demonstrate the impact that you will make on the workplace as evidenced by engagements with clients, colleagues and other relevant sources (e.g. use of technology). Some of the items that you might like to reflect upon may include:

i. Induction in the workplace (clients, safety issues)ii. Client consultationiii. Information session: nutrition and health-enhancing physical

activityiv. Workshop: wearable technology and apps for nutrition and

health-enhancing physical activityv. Plan of a practical sessionvi. Data and analysis to inform a client consultation sessionvii. Challenging experiences in the workplaceviii. Successful experiences in the workplaceix. Relationship with the clientsx. Use of information systems and reportingxi. Impact of your engagement for the employerxii. Research to inform practice

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Literature & supportive content:

Sample of supportive content (See ancillary resources document) Health-enhancing physical activity and nutrition: Duan, Y., Brehm, W., Strobl, H., Tittlbach, S., Huang, Z., Si, G. (2013) Steps to

and correlates of health-enhancing physical activity in adulthood: An intercultural study between German and Chinese individuals. Journal of Exercise Science & Fitness.

http://www.sciencedirect.com/science/article/pii/S1728869X1300035X Fink, H. H., Burgoon, L.A. and Mikesky, A.E. (2009). Practical Applications in

Sports Nutrition. Sudbury, Massachusetts, Jones and Bartlett. Holt, N.L., and Talbot, M. (2011) Lifelong engagement in sport and physical

activity: participation and performance across the lifespan. Abingdon: Routledge and International Council of Sport Science and Physical Education.

Manore, M. & Thompson, J. (2009) Sport Nutrition for Health and Performance. Champaign, Illinois: Human Kinetics.

Other learning resources SPORTDiscus with Full Text Annual Review of Nutrition Applied Physiology, Nutrition, and Metabolism Australian Journal of Nutrition and Dietetics International Journal of Sports Nutrition Journal of the International Society of Sports Nutrition Journal of Exercise Science & Fitness

Leadership in physical education and coaching Armour, K. (2011) Sport Pedagogy: An Introduction for Teaching and Coaching.

Abingdon: Taylor and Francis Routledge. Kidman, L. and Hanrahan, S.J. (2011) The coaching process: A practical guide

to becoming an effective coach. Abingdon: Routledge Martens, R. (2012) Successful Coaching. Champaign, Illinois: Human Kinet Metzler, M.W. (2011) Instructional models for Physical Education 3rd ed.

Scottsdale, AZ: Holcomb Hathaway Nash, C (2014) Practical Sports Coaching. Abingdon: Routledge Sports coach UK and Women’s Sport and Fitness Foundation (2011)

‘Women and Informal Sport: A Report for the Women’s Sport and Fitness Foundation’, www.sportscoachuk.org/women-informal-sport • basketball

(http://www.surreysportspark.co.uk/sports/Basketball/Walking%20Basketball/)

• netball (http://www.englandnetball.co.uk/my-game/Walking_Netball)• rounders (http://www.roundersengland.co.uk/play/rules/)• football (http://www.walkingfootballunited.co.uk/ ;

http://www.worldamputeefootball.com/rules_i.htm)• hockey https://www.youtube.com/watch?v=HRPYmHzI70s

49

• rugby (http://www.telegraph.co.uk/news/health/elder/11816791/Rugby-as-youve-never-seen-it-before-older-players-give-game-a-more-genteel-pace.html

• Physical activity and adultshttp://www.who.int/dietphysicalactivity/factsheet_adults/en/

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Teacher guidelines for: Understanding the changes of the human body and the impact of nutrition and physical activity on adults (40-59 years)

Study unit description This study unit consists of the study of the nutritional requirements of those involved in physical activity from both a health and performance perspective. This module introduces the concept of energy balance in the human body, both at rest and during exercise. Nutrients are studied in terms of their structure, breakdown, digestion and absorption in the human body. The role of key nutrients is explored in relation to homeostasis in the human body, and links to dietary strategies for health, exercise, and sports performance are investigated.

In addition, this module focuses on the potential nutritional strategies that an applied practitioner may have to advise. The module considers nutritional issues associated with body composition, specifically weight gain and weight loss from both a health and performance perspective. The module also investigates ‘popular’ material and wearable digital technology that is aimed at the fitness/exercise/sports participant from a scientific perspective.

This study unit engages participants in planning and leading practical activities in different settings to develop competences in a series of practice-based activities, such as walking sports.


This study unit is a curricular innovation that extends the professional leadership of Physical Education teachers and sports coaches (participant-oriented) to work with a specific target group: adults (40- 59) who enjoyed playing team sports such as walking football, basketball, hockey and netball. These are gaining acceptance by some governing bodies and it is timely that PE teachers and sports coaches extend their professional leadership. (http://www.saga.co.uk/magazine/health-wellbeing/exercise-fitness/walking-sports#; http://www.over50s.com/walking-sports-50/ )


Lectures (classroom-based learning), group discussion, directed readings and seminars (interactive learning), lab work: experimenting with and reviewing digital technology (practice-oriented learning), individual study work (reading and presenting), workshops (practice-oriented learning), tutorials (group and individual), orientation visits to workplaces, work-based learning and internships (applying and reflecting on theory in practice and working with clients), virtual learning environment tasks. See Appendix 1 for suggestions for a week-to-week schedule See Appendix 2 for training cards See Appendix 3 for ancillary resources


n/a


n/a

51


(Bachelor level)

Week Subject Topic Content 1/2 Introduction Nutrition and

physical activity Nutritional requirements of those involved in sports and exercise from both a health and performance perspective. Nutritional issues associated with body composition, specifically weight gain and weight loss from a health perspective. Understand the potential risks associated with poor nutritional advice.

3/4 Nutrition Concepts and physical activity

The concept of energy balance in the human body, both at rest and during exercise. Differentiate between scientific and non-scientific recommendations.

5/6 Nutrition Physiological applications and HEPA

Nutrients are studied in terms of their structure, breakdown, digestion and absorption in the human body. Nutritional intervention(s) based on critical analysis.

Complete a HEPA self-administered questionnaire that assesses the quantity, intensity, and type of physical activity (PA) and assess the stage of change (description, intervention, and diagnosis) (Duan et al., 2013).

7/8 Nutrition Physiological applications and HEPA

The role of key nutrients is explored in relation to homeostasis in the human body, and links to dietary strategies for health, exercise, and sports performance are

52

investigated through a problem-based learning practical task

9/10 Field trip Target group settings

Observe sessions and discuss with clients

1. What do you want to achieve fromparticipating in physical activity?

2. How would you rate your knowledgeon nutrition and physical activity andwhat would you like to know moreabout?

What is the extent of your use of digital and wearable technology during physical activity and what would you like to know more about?

10/11 Digital technology

Technology for health-enhancing physical activity

Workshop: digital and wearable technology reviewed and used in a lab-based practical context.

13/14 Leadership Practical workshop:

walking physical activities for participants

• basketball• netball• rounders• football• hockey• rugby

15/18-20 Work-based learning

Tutor and peer consultations (online)

Work-based learning and tutorials while students complete their internships to build the case for the assessment (individual task).

22-25 Assessment preparation

Tutorials Group task

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APPENDIX 2 - Nutrition

(AGE RANGE OF 40-59) SESSIONS 1 TO 6 LEARNING OUTCOMES

ASSESMENT TASKS

Class based learning Activity

v How can an individual lead a physically active life and understand thechanges of the human body, in particular the impact of nutrition?Ø Nutritional requirements of those involved in sport and exercise

from both a health and performance perspective.v What informed choices do people need to make to address nutritional

and weight related problems and diseases that are typical at this agephase?Ø Nutritional issues associated with body composition, specifically

weight gain and weight loss from health perspective. understandthe potential risks associated with poor nutritional advice

v Web links, Books, Journals, Reports

Group work Activity

v What nutritional and physical activity research informed programmeswould you, a physical education teacher and a coach be able to offer asa service in an organised setting or through an enterprise?Ø Identify nutritional needs and review nutritional requirements and

factors influencing nutrition during adulthood (40-59)Ø Differentiate between scientific and non-scientific recommendations.


CHANGES OF THE HUMAN BODY

(AGE RANGE OF 40-59) SESSIONS 5 TO 8

1. demonstratesystematic understandingandapply theprinciplesofnutrition inaphysicalactivityand /or sportscoachingcontext2. exhibitconceptualunderstandoftheinteractionbetweennutritionandphysiologicalfunction.

Task1:KnowledgeEnhancementActivity(20%)

54

LEARNING OUTCOMES

ASSESMENT TASKS

Problem based learning Activity

v How can a physical educator or coach support an individual to understandthe ongoing changes of the human body during middle age, such as aslowdown in the metabolic rate?Ø Physiological applications: The role of key nutrients will then be explored

in relation to homeostasis in the human body, with links to dietarystrategies for health enhancing physical activity and exercise will beinvestigated

Lecture based learning Activity

v What are the typical changes that the human body undergoes in midlife?

Ø Physiological applications: Nutrients will be studied in terms of theirstructure, breakdown, digestion and absorption in the human body.Nutritional intervention(s) based on the critical analysis.

Ø Describe the concepts of energy, nitrogen and fluid balance and theirmajor determinants.

Ø Describe the structure, function, requirements and metabolic disposal ofcarbohydrates, proteins, lipids, water, alcohol, fat and water solublevitamins, trace elements and minerals

Ø Demonstrate a detailed understanding of the structure of proteins,including enzymes, and have a comprehensive knowledge of practicaland graphical methods involved the investigation of enzyme activity.

Ø Understand the principles of methods involved in the analysis ofproteins.

Ø Define free energy and describe the relationship of the chemiosmotictheory to mitochondrial electron transport.


2. exhibit conceptual understand of the interaction between nutrition and physiological function.

Task 1: Knowledge Enhancement Activity (20%)

55


Practice based Learning v Health-enhancing physical activity (HEPA) is a primary resource forimproving physiological and psychosocial health. Stage models in theHEPA promotion area should fulfil three functions: description, intervention,and diagnosis. Measure the quantity, intensity, and type of physical activity(PA) using a self-completion questionnaire (Duan et al, 2013).


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WEARABLE TECHNOLOGY

SESSIONS 10 TO 11 LEARNING OUTCOMES

ASSESMENT TASKS


v What digital wearable and other technology is available to supportengagement in physical activity and what criteria can help one make aninformed choice on selecting the appropriate technology for the needs ofindividual participants?Ø Review and critically evaluate the functions and costs of a series of

wearable technologies and appsØ Consider issues of reliability

• Web links, Books, Journals, Reports

Class based learning & Group work

Activity

v Lab work: review wearable technology and apps that will be of interest to yourclient group for nutrition and physical activity.

v Discuss your findings with your classmates and share your findings. Upload yourfindings to a virtual learning environment that can be accessed by you and yourfuture clients.


3. collect, present, record, analyse, interpret and critically evaluate data in this field, including theuse of digital technology.

Task 2: Assignment: Scientific report (group task) (40%)

57

PROGRAMME OF HEALTH ENHANCING PHYSICAL ACTIVITY BASED ON WALKING SPORTS

LEARNING OUTCOMES

ASSESMENT TASKS

Individual work / Group work

Activity SESSIONS 13 TO 14

v Plan of a season (12 weeks) of practical, information and social sessionsfor each of the following walking sports

v What data and analysis to inform a client consultation session?v What challenging experience do you expect at the workplace?v How will you measure successful experience at the workplace?v What current research will inform your practice?


Practice oriented learning

Activity SESSIONS 9 TO 10; 13-14; 15-18

v Assist in the running of a series of walking sports sessions and observe how participantsare motivated. In addition get hands on experience of leading the warm up and cool downsessions through dynamic activities; and delivering the session using the Sport Educationmodel; the Games for Understanding model; the Skill Practice model and other relevantcurricular models

v basketball (http://www.surreysportspark.co.uk/sports/Basketball/Walking%20Basketball/)v netball (http://www.englandnetball.co.uk/my-game/Walking_Netball)v rounders (http://www.roundersengland.co.uk/play/rules/)v football (http://www.walkingfootballunited.co.uk/ ;

http://www.worldamputeefootball.com/rules_i.htm)v hockey https://www.youtube.com/watch?v=HRPYmHzI70sv rugby (http://www.telegraph.co.uk/news/health/elder/11816791/Rugby-as-youve-never-

seen-it-before-older-players-give-game-a-more-genteel-pace.htmlv Web links, Books, Journals, Reports

4. recognise individual needs of participants and develop and critically eluate a programme of healthenhancing physical activity for a target population and reach out to a target population to engage inphysical activity.

Task 3: Portfolio of engagement with clients and the workplace

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Training Activity SESSIONS 9 TO 10; 13-14; 15-18

v Lead a walking sports session and report on the feedback of theparticipants regarding

v Use of wearable technology during the sessionsv Enjoymentv Health / Wellbeing using a standard measurement toolv Motivation before and after the session using a standard measurement

toolv Level of competition desirable (league / social)


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APPENDIX 3 - Ancillary resource

UNDERSTANDING THE CHANGES OF THE HUMAN BODY AND THE IMPACT OFNUTRITION AND PHYSICAL ACTIVITY ON ADULTS (40-59 YEARS)

This ancillary resource provides suggestions of some of the following resources that are available mainly in open sources. It is aimed at providing an introduction to the key areas and contexts of the module and is not a comprehensive document. The use of other and additional resources to support the appropriate levels and contexts of the programmes and institutional access to resources is recommended.

NUTRITION AND HEALTH ENHANCING PHYSICAL ACTIVITY

Levels 4-6 Manore, M. & Thompson, J. (2009) Sport Nutrition for Health and Performance. Champaign, Illinois: Human Kinetics. http://www.humankinetics.com/products/all-products/sport-nutrition-for-health-and-performance---2nd-edition

Sport Nutrition for Health and Performance, Second Edition, will help students and practitioners understand the function of the nutrients in the body and how these nutrients affect health and athletic performance. The authors present clear, comprehensive, and accurate nutrition information that may be applied to a variety of careers. The text provides students with practical knowledge in exercise and nutrition science, and it keeps practitioners on the cutting edge of current research and practices in the field.

Using the authors’ extensive backgrounds in nutrition, exercise physiology, and fitness, the text combines micronutrients into functional groupings to provide an easy framework for understanding how these nutrients can influence exercise performance and good health for both athletes and active

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individuals. This unique presentation allows readers to fully understand why proper nutrition helps athletes prevent injury, enhance recovery, improve daily workouts, and maintain optimal health and body weight.

This second edition has been thoroughly revised and updated to reflect the latest issues, guidelines, and recommendations for active individuals. Chapters dealing with macronutrients and micronutrients have been entirely rewritten, and all chapters have been revised to reflect the latest Dietary Reference Intakes, USDA Food Guide Pyramid, Food Pyramid for Athletes, Dietary Guidelines for Americans, and physical activity recommendations from various organizations, including the 2008 Physical Activity Guidelines by DHHS. Following are some of the current topics discussed in the text: •Carbohydrate recommendations for athletes before, during, and after exercise

•Protein requirements of athletes based on the latest research

•Updated evaluation of the fat needs of athletes and the role of fat loading

•An evidence-based reexamination of various diets and techniques used for weight loss

•New research on body composition assessments and standards

•The latest on controversial nutrition issues such as the role of protein, vitamin D, and energy in bonehealth and new criteria for assessing bone health in young adults

•New nutrition and fitness assessments, questionnaires, and methods for measuring energyexpenditure

•Updated information on various topics such as the issues of the active female, ergogenic aids, energybalance, and fluid balance

Sport Nutrition for Health and Performance, Second Edition, has also been improved with an attractive two-color format, new artwork, and a slimmer design that allows the text to maintain the content while reducing “backpack bulge.” The text also includes an online image bank that instructors may use to create customized PowerPoint presentations using artwork, tables, and figures from each chapter. In addition, a variety of features help readers comprehend the material presented, including chapter objectives, key concepts and key terms, additional information to learn more about a topic, and references. Chapter highlights provide in-depth information on topics and critically evaluate issues regarding myths and controversies in sport nutrition.

This book provides readers with clear, authoritative content that will help them understand the scientific basis of nutrition and make sound recommendations in their careers. With up-to-date content based on current guidelines, Sport Nutrition for Health and Performance, Second Edition, is an outstanding text for both students and practitioners concerned with achieving good health and maximizing performance.

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Chapter 1. Introduction to Nutrition for Exercise and Health Role of Nutrition in Exercise and Sport Essential Nutrients and Dietary Recommendations Role of Eating a Balanced Diet Role of Nutrition and Exercise in Disease Prevention Chapter in Review Learning Aides

Chapter 2. Carbohydrate as a Fuel for Exercise Function, Classification, and Dietary Sources of Carbohydrate Carbohydrate Metabolism During Exercise Carbohydrate Reserves and Dietary Intake Carbohydrate Feeding Before Exercise Carbohydrate Feeding During Exercise Carbohydrate Feeding Postexercise and During Training Periods Muscle Glycogen Supercompensation Chapter in Review Learning Aides

Chapter 3. Fat As a Fuel for Exercise Function, Classification, and Dietary Sources of Fat Body Fat Reserves and Dietary Fat Intake Fat Metabolism During Exercise Enhancement of Fat Oxidation Dietary Fat Recommendations for Optimal Performance and Health Chapter in Review Learning Aides

Chapter 4. Protein and Exercise Functions and Classifications Methods of Assessing Protein Status Dietary Sources of Protein Metabolism of Protein During and After Exercise Dietary Protein Recommendations for Active Individuals Chapter in Review Learning Aides

Chapter 5. Energy and Nutrient Balance Energy and Macronutrient Balance Equations Macronutrient Balance Energy Expenditure Energy Intake Chapter in Review Learning Aides

Chapter 6. Achieving Healthy Body Weight Role of Diet and Exercise in Achieving a Healthy Body Weight Weight Loss Interventions Adding Exercise to Weight Loss Programs Recommendations for Maintaining or Gaining Weight Weight Concerns of Athletes Chapter in Review Learning Aides

Chapter 7. Body Composition Body Composition and Health Body Composition and Sport Performance Body Composition Assessment Models and Methods Accuracy of Body Composition Assessment Methods Selection Criteria for Field Methods Body Composition of Athletes Body Composition Standards and Health Chapter in Review Learning Aides

Chapter 8. Fluid and Electrolyte Balance Water and Electrolyte Balance Fluid and Electrolyte Recommendations for Exercise Sport Drinks and Fluid Replacement Beverages Fluid Needs in Hot Environments Fluid Needs in Cold Environments Fluid and Electrolyte Needs for Children and Adolescents Chapter in Review Learning Aides

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Chapter 9. B Vitamins Important in Energy Metabolism Exercise-Related Functions and Dietary Requirements Rationale for Increased Need for Active Individuals Assessment of Vitamin Status Exercise and Vitamin Requirements Vitamins and Exercise Performance Chapter in Review Learning Aides

Chapter 10. Antioxidant Nutrients Actions of Antioxidants Enzymes Involved in Antioxidant Activities Nutrients Involved in Antioxidant Activities Assessment of Oxidative Damage Rationale for Increased Antioxidant Need Among Active Individuals Antioxidants and Chronic Diseases Antioxidants and Performance Chapter in Review Learning Aides

Chapter 11. Minerals and Exercise Exercise-Related Functions, Dietary Requirements, and Food Sources Assessment of Mineral Status Rationale for Increased Need for Active Individuals Nutritional Status of Active People Chapter in Review Learning Aides

Chapter 12. Micronutrients Important in Blood Formation Exercise-Related Functions, Dietary Requirements, and Food Sources Rationale for Increased Need for Active People Assessment of Vitamin and Mineral Status Nutritional Status of Active Individuals Chapter in Review Learning Aides

Chapter 13. Nutrients for Bone Health Review of Bone Metabolism Calcium Phosphorus Magnesium Vitamin D Other Nutrients Involved in Bone Metabolism Exercise and Bone Health Chapter in Review Learning Aides

Chapter 14. Nutrition and Fitness Assessment Medical and Health History Questionnaires Assessing Energy and Nutrient Intake Assessing Daily Energy Expenditure Fitness Assessment Chapter in Review Learning Aides

Chapter 15. Nutrition and the Active Female Energy and Nutrient Requirements Female Athlete Triad Chapter in Review Learning Aides

Chapter 16. Ergogenic Substances Ergogenic Substances in Sport and Exercise Evaluating Ergogenic Substances Choosing Quality Ergogenic Substances Review of Two Ergogenic Substances Chapter in Review Learning Aides

Appendix A. Nutritional Recommendations Appendix B. Artificial Sweeteners and Fat Replacers Appendix C. Energy Balance Appendix D. Body Fat Percentages for Athletes Appendix E. Nutrition and Fitness Assessment Index About the Authors Audiences

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Text for upper-undergraduate or graduate students in nutrition, exercise physiology, and kinesiology programs. Reference for fitness professionals, dietitians, health fitness specialists, and sports medicine specialists.

Product Description

Sport Nutrition, Second Edition, is also available as an e-book. The e-book is available at a reduced price and allows readers to highlight and take notes throughout the text. When purchased through the Human Kinetics site, access to the e-book is immediately granted when the order is received.

The new edition of Sport Nutrition: An Introduction to Energy Production and Performance presents the principles, background, and rationale for current nutrition guidelines specifically for athletes. Using a physiological basis, this text provides an in-depth look at the science behind sport nutrition. Students will come away with a comprehensive understanding of nutrition as it relates to sport and the influence of nutrition on exercise performance, training, and recovery.

The chapters and the material within each chapter are sequenced in a logical order that will help instructors deliver a better course and spend less time in preparing lectures and tutorials. Instructors will also enjoy the completely new ancillaries with this edition, including an online instructor guide, test package, PowerPoint presentation package, and image bank. This text contains updated and expanded information to keep students current on the latest findings in sport nutrition: •A new chapter on training adaptations, including effects of nutrition on overtraining

•New information on weight management and body composition for athletes

•New research on carbohydrate and new recommendations for carbohydrate intake during training

•An expanded discussion on the role of protein in strength and endurance exercise training

•The latest information on exercise, nutrition, and immune function

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The new content complements the strong foundational information that the authors provided in the previous edition, including fuel sources for muscle and exercise metabolism, energy requirements for various sports, and a complete grounding in the macronutrients (carbohydrate, fat, and protein) and the micronutrients (vitamins and minerals). With more than 200 illustrations, new highlight boxes, and tables and sidebars throughout the text, students will be able to more easily grasp the scientific concepts presented in this text. Each chapter also includes learning objectives, key terms, and key points to help readers retain the information. The text presents not only nutrition principles but also the exercise biochemistry involved and the energy needs of athletes. Readers will better understand how supplements may be used in an athlete’s diet, and they will learn how to separate fact from fallacy regarding the claims of the numerous nutritional supplements available today.

More than a simple prescription of recommendations, this second edition of Sport Nutrition features a unique presentation that facilitates readers’ understanding of the science supporting the nutrition recommendations. As a result, students will be prepared for advanced study and future careers, and professionals will gain the knowledge and confidence to provide sound advice to athletes.

Contents

Chapter 1. Nutrients Function of Nutrients Carbohydrate Fat Protein Water Vitamins, Minerals, and Trace Elements Phytonutrients

Chapter 2. Nutrients and Recommended Intakes Essential Nutrients Development of Recommended Intakes Current Recommended Intakes Practical Guidelines for a Balanced Healthy Diet Food Labels Analyzing Dietary Intake

Chapter 3. Fuel Sources for Muscle and Exercise Metabolism Subcellular Skeletal Muscle Structure Force Generation in Skeletal Muscle Fiber Types Energy for Muscle Force Generation Fuel Stores in Skeletal Muscle Regulation of Energy Metabolism

Metabolic Responses to Exercise Metabolic Adaptations to Exercise Training

Chapter 4. Energy Energetic Efficiency Measuring the Energy Content of Food Measuring Energy Expenditure Components of Energy Expenditure Energy Balance

Chapter 5. Gastric Emptying, Digestion, and Absorption Anatomy of the Gastrointestinal Tract Regulation of the Gastrointestinal Tract Digestion Absorption Function of Bacteria in the Colon Regulation of Gastric Emptying Gastrointestinal Problems During and After Exercise

Chapter 6. Carbohydrate History Role of Carbohydrate Recommendations for Carbohydrate Intake Carbohydrate Intake Days Before Competition Carbohydrate Intake Hours Before Exercise

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Carbohydrate Intake 30 to 60 Minutes Before Exercise Carbohydrate During Exercise Carbohydrate After Exercise

Chapter 7. Fat Fat Metabolism During Exercise Limits to Fat Oxidation Fat as a Fuel During Exercise Regulation of Carbohydrate and Fat Metabolism Fat Supplementation and Exercise Effect of Diet on Fat Metabolism and Performance

Chapter 8. Protein and Amino Acids Amino Acids Techniques to Study Protein and Amino Acid Metabolism Protein Requirements for Exercise Training and Protein Metabolism Effect of Protein Intake on Protein Synthesis Amino Acids as Ergogenic Aids Protein Intake and Health Risks

Chapter 9. Water Requirements and Fluid Balance Thermoregulation and Exercise in the Heat Effects of Dehydration on Exercise Performance Mechanisms of Heat Illness Effects of Fluid Intake on Exercise Performance Daily Water Balance Fluid Requirements for Athletes

Chapter 10. Vitamins and Minerals Water-Soluble and Fat-Soluble Vitamins Recommended Intakes of Vitamins Macrominerals and Microminerals Recommended Intakes of Minerals Critical Micronutrient Functions Assessing Micronutrient Status Exercise and Micronutrient Requirements

Ergogenic Effect of Micronutrient Supplementation Recommendations for Micronutrient Intake in Athletes

Chapter 11. Nutrition Supplements Nonregulation of Nutrition Supplements Critical Evaluation of Nutrition Supplements Studies Androstenedione Bee Pollen Beta Alanine and Carnosine Beta-Hydroxy Beta Methylbutyrate Boron Caffeine L-CarnitineCholineChromiumCoenzyme Q10CreatineDehydroepiandrosteroneFish OilGinsengGlycerolInosineLactate Salts and PolylactateLecithinMedium-Chain TriacylglycerolPangamic AcidPhosphatidylserinePhosphorusPyruvate (and Dihydroxyacetone)Sodium BicarbonateSodium CitrateVanadiumWheat Germ OilContamination of Nutrition Supplements

Chapter 12. Nutrition and Training Adaptations Training Adaptations Signal Transduction Pathways Starting a Signaling Cascade Secondary Signals Nutrition Effects on Training Adaptations Overtraining

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Chapter 13. Body Composition Optimal Body Weight and Composition Body Composition Models Normal Ranges of Body Weight and Body Fat

Chapter 14. Weight Management Body Weight and Composition in Different Sports Genetics Energy and Macronutrient Intake Regulation of Appetite Effect of Exercise on Appetite Physical Activity and Energy Expenditure Dietary Weight-Loss Methods Exercise for Weight Loss Decreased Resting Metabolic Rate With Weight Loss Weight Cycling Gender Differences in Weight Loss Practicalities of Weight Loss for Athletes Defining the Strategy

Chapter 15. Eating Disorders in Athletes Types of Eating Disorders Prevalence of Eating Disorders in Athletes Risk Factors Effects of Eating Disorders on Sports Performance Effects of Eating Disorders on the Athlete’s Health Treatment and Prevention of Eating Disorders

Chapter 16. Nutrition and Immune Function in Athletes Functions of the Immune System and Its Cellular Components General Mechanism of the Immune Response Effects of Exercise on the Immune System Nutritional Manipulations to Decrease Immunodepression in Athletes Mechanisms of Nutritional Influences on Immune Function in Athletes Conclusions and Recommendations

Appendix A. Key Concepts in Biological Chemistry Relevant to Sport Nutrition Appendix B. Unit Conversion Tables Appendix C. Recommended Daily Allowances for North America Appendix D. Reference Nutrient Intakes for the United Kingdom Appendix E. Recommended Dietary Intakes for Australia Glossary References Index Audiences Text for undergraduate introductory sport nutrition, exercise physiology, and sport science courses. Reference for sport nutritionists, dietitians, exercise and sport scientists, health and fitness instructors, physical educators, and coaches.

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Welcome to the ancillary website for Sport Nutrition, Second Edition. http://www.humankinetics.com/sportnutrition2e

Instructor resources are free to course adopters and granted by your sales representative. To request access, contact your sales rep. Some of these files are in Microsoft Office® formats. If you do not have software that allows you to open or view these files, free software is available for download at OpenOffice.org that will allow you to do so. Human Kinetics, Inc., is not affiliated with OpenOffice.org in any way. Click here to learn more about the book. Request an exam copy. Find a sales representative.

Instructor Resources

E-Book

Test Package Make your own tests and quizzes Choose from hundreds of test questions Instructor Guide Sample syllabus Lecture Outlines

Key Points Lab Activities Assignments Readings See a sample chapter

Image Bank The image bank includes all of the figures, content photos, and tables from the text, sorted by chapter. Images can be used to develop a customized presentation based on specific course requirements. Instructors can insert images from the image bank into the blank PowerPoint template provided, or into their own presentations.

Duan, Y., Brehm, W., Strobl, H., Tittlbach, S., Huang, Z., Si, G. (2013) Steps to and correlates of health-enhancing physical activity in adulthood: An intercultural study between German and Chinese individuals Journal of Exercise Science & Fitness 11 http://www.sciencedirect.com/science/article/pii/S1728869X1300035X

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LEVEL 7

Description

Now widely adopted on courses throughout the world, the prestigious Nutrition Society Textbook series provides students with the scientific basics in nutrition in the context of a systems and disease approach rather than on a nutrient by nutrient basis. In addition books provide a means to enable teachers and students to explore the core principles of nutrition and to apply these throughout their training to foster critical thinking at all times.

This NS Textbook on Sport and Exercise Nutrition has been written to cover the latest information on the science and practice of sport and exercise nutrition. A key concept behind this textbook is that it aims to combine the viewpoints of world leading nutrition experts from both academia/research and a practical stand point. Plus where necessary there are additional practitioner based authors to ensure theory is translated into practice for each chapter in the form of either ‘practice tips' or ‘information sheets' at the end of relevant chapters.

The textbook in essence can be divided into three distinct but integrated parts:

• Part 1: covers the key components of the science that supports the practice of sport and exercisenutrition including comprehensive reviews on: nutrients both in general and as exercise fuels;exercise physiology; hydration, micronutrients; and supplements.

• Part 2: moves into focusing on specific nutrition strategies to support different types of trainingincluding: resistance; power/sprint; middle distance/speed endurance; endurance; technical/skill,team; and specific competition nutrition needs. The unique format of this textbook is that it breaksdown nutrition support into training specific as opposed to the traditional sport specific support.This reflects the majority of current sport and exercise requirements of the need to undertakeconcurrent training and therefore facilitating targeted nutrition support to the different trainingcomponents through the various macro and micro training cycles.

• Part 3: explores some of the practical issues encountered in working in the sport and exercisenutrition field and includes key sport related topics such as: disability sport; weight management;eating disorders; bone and gut health; immunity; injury; travel; and special populations andsituations.

READERSHIP: Students of nutrition and dietetics at both undergraduate and postgraduate level. All those working in the field of nutrition and related health sciences.

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Table of Contents

Contributors vii Series Foreword ix Preface xi

1 Nutrient Basics 1 Adam L Collins, Penny J Hunking and Samantha J Stear

2 Exercise Physiology 16 Susan M Shirreffs

3 Exercise Biochemistry 20 Stuart DR Galloway

4 Carbohydrate 31 Asker Jeukendrup and Clyde Williams

5 Protein and Amino Acids 41 Peter WR Lemon

6 Fat Metabolism 51 Bente Kiens and John A Hawley

7 Fluids and Electrolytes 59 Susan M Shirreffs

8 Micronutrients 66 Vicki Deakin

9 Supplements and Ergogenic Aids 89 Hans Braun, Kevin Currell and Samantha J Stear

10 Nutrition for Weight and Resistance Training 120 Stuart M Phillips, Keith Baar and Nathan Lewis

11 Nutrition for Power and Sprint Training 134 Nicholas A Burd and Stuart M Phillips

12 Nutrition for Middle-Distance and Speed-Endurance Training 146 Trent Stellingwerff and Bethanie Allanson

13 Nutrition for Endurance and Ultra-Endurance Training 158

Andrew Bosch and Karlien M Smit

14 Nutrition for Technical and Skill-Based Training 173 Shelly Meltzer and Neil Hopkins

15 Nutrition for Disability Athletes 188 Jeanette Crosland and Elizabeth Broad

16 Competition Nutrition 200 Louise M Burke

17 Losing, Gaining and Making Weight for Athletes 210 Helen O'Connor and Gary Slater

18 Eating Disorders and Athletes 233 Jorunn Sundgot-Borgen and Ina Garthe

19 Bone Health 244 Charlotte (Barney) Sanborn, David L Nichols and Nancy M DiMarco

20 Nutrition and the Gastrointestinal Tract for Athletes 264 Jeni Pearce and John O Hunter

21 Immunity 281 Glen Davison and Richard J Simpson

22 Travel 304 Bronwen Lundy and Elizabeth Broad

23 Population Groups: I 316

Children Fiona Pelly

Female Athletes Nanna L Meyer

Masters Penny J Hunking

24 Population Groups: II 335

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Ethnic Groups Weileen Png

Vegetarian/Vegan Athletes Wendy Martinson

The Injured Athlete: Surgery and Rehabilitation Nicola Maffulli and Filippo Spiezia

25 Training and Competition Environments 357 Joanne L Fallowfield, Joseph DJ Layden and Adrian J Allsopp

Index 375

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Visit the supporting companion website for this book: www.wiley.com/go/sport_and_exercise_nutrition

CHANGES OF THE HUMAN BODY Fink, H. H., Burgoon, L.A. and Mikesky, A.E. (2009). Practical Applications in Sports Nutrition. Sudbury, Massachusettes, Jones and Bartlett. http://www.jblearning.com/catalog/9781284036695/

Revised and updated to keep pace with changes in the field, the Fourth Edition of Practical Applications in Sports Nutrition provides students and practitioners with the latest sports nutrition information and dietary practices so they can assist athletes and fitness enthusiasts in achieving their personal performance goals. With data and statistics from the latest nutrition research and guidelines, it demonstrates effective ways to communicate sports nutrition messages to athletes and how to motivate individuals to make permanent behavior change.

Early chapters provide an introduction to sports nutrition and give a thorough explanation of macronutrients, micronutrients, and water and their relation to athletic performance. Later chapters focus on the practical and applied aspects of sports nutrition including behavior change through consultations and weight management. Chapter 15 targets the unique nutrition requirements of special populations such as athletes who are pregnant, vegetarian, or have chronic diseases. The text concludes with a chapter dedicated to helping readers discover the pathway to becoming a sports dietitian through education and experience.

The following instructor resources are available to qualified instructors for download ISBN-13: 9781284036695

Angel ready Test Bank BlackBoard ready Test Bank Desire to Learn ready Test Bank

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Image Bank Instructor Manual Moodle ready Test Bank Slides in PowerPoint Format Test Bank

WEARABLE TECHNOLOGY Journals and reports:

Apps to promote physical activity among adults: a review and content analysis https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-014-0097-9

Health Enhancement Research Organization: http://hero-health.org/wp-content/uploads/2015/06/HERO-Wearables-in-Wellness-Report-FINAL1.pdf

HERO-Wearables-in-Wellness-Report-FINAL1.pdf Sensors | Free Full-Text | A Review of Accelerometry-Based Wearable Motion Detectors for Physical Activity Monitoring http://www.mdpi.com/1424-8220/10/8/7772/html

Evaluation of a text supported weight maintenance programme ‘Lighten Up Plus’ following a weight reduction programme: randomised controlled trial | International Journal of Behavioral Nutrition and Physical Activity | Full Text http://ijbnpa.biomedcentral.com/articles/10.1186/s12966-016-0346-1

Promoting physical activity among women using wearable technology and online social connectivity: a feasibility study http://www.tandfonline.com/doi/abs/10.1080/21642850.2015.1118350

Promoting physical activity among women using wearable technology and online social connectivity: a feasibility study

osp418.pdf;jsessionid=DF0B70EE4673E041BD65D50F93A3F23D.f03t02.pdf Can Technology Empower Older Adults to Manage Their Health? – ProQuest http://search.proquest.com/openview/5a8567726846d6daaf389e2dff3a581f/1?pq-origsite=gscholar

IEEE Xplore Abstract - Gamification designs in Wearable Enhanced Learning for healthy ageing http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=7359545&url=http%3A%2F%2Fieeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D7359545

Wearable Sensor/Device (Fitbit One) and SMS Text-Messaging Prompts to Increase Physical Activity in Overweight and Obese Adults: A Randomized Controlled Trial http://online.liebertpub.com/doi/abs/10.1089/tmj.2014.0176

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The validity of consumer-level, activity monitors in healthy adults worn in free-living conditions: a cross-sectional study

art%3A10.1186%2Fs12966-015-0201-9.pdf

JMU-Tracking Health Data Is Not Enough: A Qualitative Exploration of the Role of Healthcare Partnerships and mHealth Technology to Promote Physical Activity and to Sustain Behavior Change | Miyamoto | JMIR mHealth and uHealth http://mhealth.jmir.org/2016/1/e5/

The use of wearable technology to measure energy expenditure, physical activity, and sleep patterns in dementia: https://secure.jbs.elsevierhealth.com/action/getSharedSiteSession?redirect=http%3A%2F%2Fwww.alzheimersanddementia.com%2Farticle%2FS1552-5260%2815%2902315-8%2Fabstract&rc=0&code=jalz-site

Wearable devices and smartphones for activity tracking among people with serious mental illness — ScienceDirect: http://www.sciencedirect.com/science/article/pii/S1755296615300223

Feasibility of Behavioral Weight Loss Treatment Enhanced with Peer Support and Mobile Health Technology for Individuals with Serious Mental Illness - Online First – Springer http://link.springer.com/article/10.1007/s11126-015-9395-x

Design and baseline characteristics of participants in the Enhancing Physical Activity and Reducing Obesity through Smartcare and Financial Incentives (EPAROSFI): A pilot randomized controlled trial ☆ — ScienceDirect http://www.sciencedirect.com/science/article/pii/S1551714415301518

The Wild Wild West: A Framework to Integrate mHealth Software Applications and Wearables to Support Physical Activity Assessment, Counseling and Interventions for Cardiovascular Disease Risk Reduction — ScienceDirect http://www.sciencedirect.com/science/article/pii/S0033062016300159

IEEE Xplore Abstract - Wearable Sensors for Human Activity Monitoring: A Review: http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=6974987&url=http%3A%2F%2Fieeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D6974987

IEEE Xplore Abstract - Communicating and interpreting wearable sensor data with health coaches http://ieeexplore.ieee.org/xpl/login.jsp?tp=&arnumber=7349402&url=http%3A%2F%2Fieeexplore.ieee.org%2Fxpls%2Fabs_all.jsp%3Farnumber%3D7349402

Wireless sensor network based wearable smart shirt for ubiquitous health and activity monitoring ☆ — ScienceDirect http://www.sciencedirect.com/science/article/pii/S0925400509003724

Healthcare & Digital Apps :http://www.wearabletechnologyshow.net/healthcare-digital-apps

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Wearable Technology | Advantages and Disadvantages of Wearable Technology and the Future

YouTube: https://m.youtube.com/watch?v=QoJJ-1VcI7w Blog: http://blog.neongoldfish.com/social-media/the-advantages-and-disadvantages-of-wearable-tech-3 Blog: http://blog.bestdoctors.com/wearable-technology-good-or-bad-for-our-health/ Newsletter: http://usabilitygeek.com/ways-wearable-technology-can-improve-our-lives/

Fashion tech: 20 wearables that are more chic than geek http://www.wareable.com/fashion/wearable-tech-fashion-style; Fitness & Big Data: How Wearable Tech Is Changing Exercise Research http://m.livescience.com/45634-accelerometers-exercise-research.html

SAMPLE OF APPLICATIONS Link to stores for free and paid apps: iTunes; Google Play etc

Link to stores for free and paid apps: Smart phone; ipad; Samsung; Kindle….

C25K® - 5K Trainer FREE - (Go from Couch Potato to Running the 5K) By Zen Labs

https://itunes.apple.com/gb/app/c25k-5k-trainer-free-go-from/id485971733?mt=8

Map My Fitness - GPS Workout Trainer for Fitness, Step and Activity Tracking By MapMyFitness

https://itunes.apple.com/us/app/map-my-fitness-gps-workout/id298903147?mt=8

Runkeeper - GPS Running, Walk, Cycling, Workout, Pace and Weight Tracker By FitnessKeeper, Inc.

https://itunes.apple.com/us/app/runkeeper-gps-running-walk/id300235330?mt=8

Fitbit By Fitbit, Inc.

https://itunes.apple.com/gb/app/fitbit/id462638897?mt=8

Running and Walking with Endomondo By endomondo.com https://itunes.apple.com/gb/app/running-walking-endomondo/id333210180?mt=8

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MODULE 5 Complex HEPA challenge:

‘Influencing & monitoring behaviour towards HEPA’

The issue

Recent evidence suggests that both a high level of sedentary behaviour and physical inactivity in general have a negative impact on health, independent of other factors such as body weight, smoking behaviour and diet. This is about to become a big threat to public health.

Sedentary behaviour refers to any waking activity characterised by an energy expenditure ≤ 1.5 metabolic equivalents and a sitting or reclining posture. Generally speaking, this means that every time a person is sitting or lying down, they are engaging in sedentary behaviour. Sedentary behaviours include watching TV, playing video games, so-called ‘screen time’’ (using a computer), driving a car, but also activities such as reading.

Physical inactivity is also described as performing insufficient amounts of moderate to vigorous-intensity physical activity (i.e. not meeting specified physical activity guidelines). Physical inactivity has been identified by the World Health Organisation (WHO) as the fourth-greatest risk factor for global mortality (6% of deaths globally). Moreover, physical inactivity is estimated to be the main cause of approximately 21–25% of breast and colon cancers, 27% of diabetes cases and approximately 30% of ischaemic heart disease cases. Despite these important findings, more than 80% of the world's adolescent population is insufficiently physically active.

One can deduce that there is a clear necessity to promote an increase in physical activity for all age groups in order to prevent people becoming sedentary and to motivate them to become physically active. Physical activity includes exercise as well as other activities that involve bodily movement and are done as part of playing, working, active transportation, house chores and recreational activities.

But how do we bring about a behaviour in which physical activity is part of everyday life? Some professionals tend to attempt to do so by influencing the health beliefs and lifestyle awareness of individuals through coaching and/or counselling. However, The Lancet (volume 380, 2012) states: ‘for too long the focus has been on advising (coaching, counselling) individuals to take an active approach towards life (cognitive approach). There has been far too little consideration of the social and physical environments that enable such activity to be taken.’ Thus, increasing physical inactivity can be seen as not merely an individual problem, but also as a societal problem. The

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latter demands a population-based, multisectoral, multidisciplinary and culturally relevant approach.

According to the HEPA network’s guidelines for Europe, various theories can be recommended to inspire intervention. These can also vary according to the goal and level for each intervention. The social marketing theory has been seen as useful for media-based campaigns, as it regards the target group, or product consumer, as a central player in developing the marketing plan. The social-cognitive and trans-theoretical models are seen as useful for identifying and targeting different groups within a community (for example, motivating the ‘contemplators’’ to become more active and developing programmes for guiding them through the stages of change towards becoming more active). The person-centred approach or personalisation has been useful for working together with the clients on an interpersonal level, by working with the person as an individual with strengths, preferences and aspirations and putting them at the centre of the process (Carr, 2010). In other words, by ‘putting users at the heart of the service, enabling them to become participants in the design and delivery of the services they use.’ (Leadbetter, 2004)

The setting In continuation of overall strategies put forward by the WHO and the European Commission, national and local governments have made it a top priority to involve and commit a wide variety of organisations in concerted efforts to promote physically active behaviour in a positive way among all age groups. According to the WHO, ‘to reduce the prevalence of physical inactivity, a comprehensive, integrated and intersectoral approach is needed. A complementary range of interventions should be introduced at individual, institutional, community, environmental and policy levels.’

When pitching your findings and ideas, you should:

• Share your ideas through both a presentation and a written report;• Introduce strategies for an increase of physical activity on different levels, e.g.,

individual, for targeted groups or organisations or at a social and communitylevel;

• Choose and justify the choice of a particular behaviour change model for eachof the strategies according to their goal;

• Provide a clear overview of pros and cons for each of the approaches;• Illustrate this overview with a few practical examples of the way each approach

can be applied to intervention programmes;• Explain how the process and changes in behaviour can be monitored.

Challenge ‘Physical activity choices must be integrated in our daily lives in ways that make them the easy, natural and desirable choices’ (WHO).

The local and national government are aiming to develop strategies to reduce the number of inhabitants who are physically inactive in your town. They want to combine different levels of intervention, namely strategies that can promote healthy behaviours interpersonally, but also within specific target groups or on a more inclusive community level. You have been asked by the city council to develop a plan and pitch the different strategies that you want to include and implement in your intervention.

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Title of the complex health-enhancing physical activity (HEPA) challenge

‘Influencing & monitoring behaviour towards HEPA’’

Estimated study load 168 hours (± 6 ECTS)EQF 4/5: ± 112 hours EQF 6: ± 168 hours EQF 7: ± 168 hours


EQF 4/5: basic knowledge of HEPA

EQF 6: basic knowledge of HEPA + health psychology

EQF 7: basic knowledge of HEPA + health psychology


This case-based challenge is used to underpin/strengthen the students’ knowledge and skills regarding behavioural change models and practical implications of different approaches. Furthermore, this casework will have an impact on multidisciplinary competences, such as communication/presenting ideas to stakeholders, gaining knowledge by doing desk research and translating the research findings into practical programmes.

Competences Gaining knowledge Analysing Recognising Comparing Combining Developing

Vocational level: the specific case is used to obtain understanding and basic theoretical knowledge on behavioural change and health promotion, identifying different levels of intervention and strategies and a basic way of sharing knowledge.

Bachelor level: in addition to the vocational level the case is used to deepen theoretical knowledge and developing an opinion on behavioural change, used to design an intervention programme that can be pitched to potential investors.

Master level: in addition to the bachelor level the case is used to establish an intervention, critically using evidence based data and best practices and

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justifying choices made, followed by ways to monitor and evaluate the programme.

Integrated content Behaviour change models Monitoring and implementing behaviour change strategies Health promotion


Learning outcomes (LO) By the end of this case, students should be able to: EQF level 4/5: 1) identify basic theories of behavioural change and health promotion;2) identify different levels of intervention (individual, focused on selected

target groups, focused on communities) and possible strategies;3) share knowledge and experience regarding presentation and

communication.

EQF level 6: 4) have a well-founded opinion on the strong and weak aspects of different

theoretical approaches towards behavioural change;5) design an intervention programme based on:

a. different levels of intervention;b. adequate strategies for each level of intervention;c. the importance of the stakeholders;

6) articulate strategies for monitoring behavioural change due tointervention programmes, whilst taking account of the focus of thechosen approach;

7) pitch a programme to potential investors and discuss ways to implementit.

EQF level 7 8) establish an intervention that promotes health-enhancing physical

activity for individuals, target groups and communities;9) make critical use of evidence-based data and best practices to

establish an intervention according to the formulated goals;10) justify the use of different strategies according to the specific goals

and levels of intervention;11) show clearly how to implement the programme and what the

expected outcomes are;12) show clearly how to monitor the process and evaluate the impact.


EQF level 4/5: LO numbers 1 to 3

EQF level 6: LO numbers 1 to 7

EQF level 7: LO numbers 1 to 12

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Study unit description - Changing behaviour towards health-enhancing physical activity, basedon different approaches for behavioural change and using an ecologicalperspective.

- Cognitive behavioural approaches, person-centred (personalised)approaches, trans-theoretical approach and motivational interview, socialmarketing theory.

- Monitoring changes in behaviour.Student assignment(s) EQF level 4/5

1) Explore and compare different intervention strategies based ondifferent theoretical approaches towards behavioural change anddifferent levels of intervention.

EQF level 6

2) Share the basic ideas and findings of your theoretical exploration ofchanging the behaviour of a given target group to increase theirphysical activity by preparing a presentation and by writing amanagement report.

EQF level 7

3) Develop an intervention for HEPA that includes change strategies forindividuals, groups and communities; illustrate the overview with afew practical examples of the way each approach can be applied tointervention programmes; develop a blueprint for monitoring; explainhow the impact process and changes in behaviour can be evaluated;prepare a pitch presentation for potential backers.

Assessment EQF level 4/5

- Written exam + oral exama) Based on knowledge of the different approaches of behavioural

change;b) Linked to intervention plan ideas;c) Individual oral exam where students present their personal ideas and

beliefs regarding effective behavioural change policies andintervention programmes.

EQF level 6

Written essay plus presentation on both theoretical and practical perspectives in relation to behavioural change approaches for health-enhancing physical activity on different levels. Show coherence of the intervention plan and a critical view of the chosen strategies and expected results. Communicate the intervention strategies in a clear way.

EQF level 7

- Written essay plus pitch presentationDevelop an intervention for HEPA that includes change strategies forindividuals, groups and communities; develop a blueprint for monitoring;

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explain how the impact process and changes in behaviour can be evaluated; prepare a pitch presentation for potential backers.


Supportive content •Prochaska J.O. & Velicer W.F. (1997). The trans theoretical model of health

behavior change. American Journal of Health Promotion, Sep-Oct;12(1):38-48.

•Horodyska, K., et al. Implementation conditions for physical activityinterventions and policies; an umbrella review. (2015) BMC Public Health

• Littell, J.H., Girvin H. (2002). Stages of change. A critique. Behaviormodification. 2002 Apr; 26(2):223-73.

• Lee, I.M., et al. (2012). Effect of physical inactivity on major non-communicable diseases worldwide: an analysis of burden of disease andlife expectancy. The Lancet. 2012 Jul 21;380(9838):219-29

•Das P. & Horton R. (2012). Rethinking our approach to physical activity.2012 Jul 21380(9838):189-90

•Ogden, J. (2012). Health Psychology – a textbook. McGraw-Hill•Stirk, S. & Sanderson, H. (2012). Creating person-centred organisations:

strategies and tools for managing change in health, social care andvoluntary sector. Jessica Kingsley Publishers: London.

•Maclean, S. (2011). Personalisation and person-centred care. The City &Guilds Pocket Guide. City & Guilds: London

•WHO (2014). Road Map for a Strategy on Health-Enhancing PhysicalActivity. Available on:http://www.euro.who.int/__data/assets/pdf_file/0005/265775/Road-Map-for-a-Strategy-on-Health-Enhancing-Physical-Activity.pdf?ua=1

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Study unit description Develop an intervention plan that helps to reduce the number of inhabitants that are physically inactive in your town and pitch the chosen strategies that you want to include and implement in your intervention to the city council. Combine different levels of intervention, namely strategies that can promote healthy behaviours interpersonally, but also within specific target groups or on a more inclusive community level.


PE teachers as well as sport coaches will be able to refer to contemporary health policy and social change theories and understand modern insights into effective ways of influencing communities (parents, children et cetera) on multiple levels.


- Lectures (classroom-based learning) to introduce students to:

o cognitive behavioural approaches;o person-centred (personalised) approaches;o trans-theoretical approach;o social marketing theory.

- Group discussion (practice-oriented learning): different approachestowards influencing behaviour for HEPA will be discussed, using practicalexamples.- Student presentations of articles connected to the different approaches.- Individual study work: reading and presenting best practices.- Communication workshop (practice-oriented learning): persuasivepresenting.- Involving/reflective learning.- Field trip: multi-level community-based intervention practice.

See Appendix 1 for suggestions for an overview of the offered contents


Adapt to different age groups, social economic backgrounds, communities, et cetera.


Case must be adapted for sports coaches, e.g. by focusing solely on the area surrounding the sports facility where a sports club is operating.

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APPENDIX 1 Overview of the offered content for EQF 6

(Bachelor level)

Subject Topic Content

Introduction

Introduction to the course assignment and the central theoretical models

Lectures + student work Introduction to the course in general and what is expected at the exam Introduction to the case

Public health

Health & (in)activity

Lectures + individual student work Effects of physical (in)activity & sedentary behaviour on health of citizens Reading articles on different approaches of changing behaviour

Changes in society

Lectures - Trends in physical activity and participating in sports- Physical inactivity, seen as a societal problem- Ecological perspective on health

Behavioural change Models/concepts of behavioural change

Lectures & group discussions: ‘different approaches towards influencing behaviour’

Seminars (classroom-based learning) on behavioural change models and their pros and cons

o Cognitive behavioural approacheso Person-centred (personalised) approacheso Trans-theoretical approacho Social marketing theory

Individual student work: reading articles on different examples of changing behaviour + linking it to the different behavioural change approaches

Health promotion Ways to promote behavioural

Student presentations + individual study work:

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change in communities

Reading and presenting best practices

Changing behaviour towards health-enhancing physical activity in practical situations

Field trip: multi-level community-based intervention practice

Intervention mapping

Evaluation, monitoring and consultancy

Monitoring behavioural changes and programmes + advising

Process evaluation and monitoring changes

Communication workshop (practice-oriented learning): persuasive presenting

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