Ed Spooner’s

LIFETIME WELLNESS

PRINCIPLES OF FITNESS

IT’S A ZOO ?c

HAVE YOU HUGGED SOMEONE YOU LOVE TODAY

SUMMER’S COMING

UNIT I OBJECTIVES-c• INTRODUCTION TO COURSE SYLLABUS

• CLASS PROCEDURES-HANDBOOK

• CATCH THE MAGIC

• PRE-KNOWLEDGE REVIEW

• TOOLS FOR LEARNING

• STUDENT CONTRACTS

• DISCUSSION QUESTIONS #1

UNIT I ASSIGNMENTS

•READ: Class Handbook/Syllabus Pp. 1-41• READ: Covert Bailey Pp. 1-12• LECTURE DISCUSSION QUESTIONS #1

Handbook Know thy responsibilities Pp. 36-41

• Pre-Wellness/Fitness Review

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

SUMMER BREAK-C

FIRST ASSIGNMENT?

TYPE A 10 PAGE PAPER ON WHAT YOU WILL DO TO GET/STAY IN SHAPE

DURING THE SUMMER VACATION

MAKE A NAME SIGN

This means you

IT’S A NEW BEGINNINGTHE IMPORTANCE OF THE NEXT FEW

DAYS• Cover material that should make class

easier to understand and complete• Insights into:

– Importance of class– Class procedures– Introduce some study skills– Get to know classmates– Dispel some of the rumors you may have

heard about class– Experience a new and exciting way to

learn– Become exposed to new media learning

CLASS INTRODUCTIONS

• CLASS INTRODUCTIONS

• ESTABLISH DISCUSSION GROUPS

GROUP BRAINSTORMING

3/5 card

• WHAT DO YOU THINK EMPLOYERS EXPECT FROM EMPLOYEES?

WHAT EMPLOYER’S EXPECT?1C

(3x5 note cards)

• Be on time• Dress appropriately-take care of self• Display leadership

– Know what you are suppose to do– Exceed established expectations

• Listen-talk more at right time• Complete assignments on time• Energy-do you brighten up the room

DRESS APPROPRIATELY

WHAT DO EMPLOYERS EXPECT?-2

•Learn how to deal with criticism•Trust-

– Does job-company first– Admit mistakes—don’t lie

•High self-esteem-do you like who you are?

•Ability to communicate-written/verbal

•Emotional intelligence-get along with others

•Attitude-positive or negative outlook

GROUP BRAINSTORMING

3/5 Card

WHAT SHOULD INSTRUCTORS EXPECT FROM STUDENTS?

WHAT INSTRUCTOR’S EXPECT

• BE PHYSICALLY AND MENTALLY PREPARED

• Be on time• Dress appropriately• Know what you are suppose to do• Exceed established expectations• Talk more and Listen more -- better• Admit mistakes—don’t lie• Complete assignments on time• Learn how to deal with criticism

EVERYDAY I’AM FORCED TO ADD A NAME TO THE LIST OF THE PEOPLE WHO

PISS ME OFF-C-C

PERMAMENT LIST

LIST FOR LIST FOR TODAYTODAY

ORDEAL OR ADVENTURE

•Do you choose to make school an ordeal?

•Would it not be more fun to make school an adventure?

GROUP CRITICAL THINKING

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

PENCIL-c

HANDBOOK

TEXT BOOK“Fit to be well” Thygerson

• Key to developing a background of knowledge and the understanding of key concepts in this class

GROUP CRITICAL THINKING

• This is the most important class you will take in college?

WHY DO I SAY THAT?

• Deals with you• Your going to live in this body for

the rest of your life• Lets make it the most dynamic and

efficient machine possible

HIGHWAY OF LIFE

OH! IT’S JUST A P.E. CLASS

•IT’S NOT JUST A P.E. CLASS

•I take this class very serious and work very hard to make it a learning situation

•I expect you to do the same

QUOTE-cTHE CUTTING EDGE OF KNOWLEDGE

IS NOT IN THE KNOWN BUT IN THE

UNKNOWN

What is knowledge?

Knowledge is information

you do something with

CLASS BRAINSTORMING

3/5 card

• WHAT IS THE ROLE OF THE COMMUNITY COLLEGE IN STUDENT LEARNING

ROLE OF COMMUNITY COLLEGE

• PROVIDE STUDENTS WITH AN OPPORTUNITY TO LEARN

• PROVIDE A SUITABLE AND SAFE LEARNING ENVIRONMENT

• PROVIDE A QUALIFIED TEACHING STAFF

• PROVIDE ADEQUATE COUNSELING

• PROVIDE SOCIAL ACTIVITIES

CRITICAL THINKING 3x5 card

IN COMMUNITY COLLEGE EDUCATION WHAT DO YOU FEEL IS

THE INSTRUCTOR’S ROLE 3

ROLE OF INSTRUCTOR-1-c

• HELP YOU MODIFY BEHAVIOR • ASSIST IN MAKING TRANSITIONS• CREATE CONSISTENT POSITIVE LEARNING

EXPERIENCES • PROVIDE COMPREHENSIVE BUT FLEXIBLE INTERACTIVE

LEARNING ENVIRONMENT• INSTITUTE SOUND TEACHING METHODOLOGY

• By using alternative-innovative methodology• By establishing a Preferred Environment

• MOTIVATE PERFORMANCE• MAKE LEARNING FUN• EVALUATE PROGRESS

BRAINSTORMING #3

Class

WHAT DO YOU FEEL ARE THE ADVANTAGES OF THE LECTURE

APPROACH TO LEARNING?

ADVANTAGE OF LECTURE APPROACH

COVERS MATERIAL TO BE STUDIED

MUCH QUICKER LESS TIME CONSUMING EASIER TO EVALUATE-GRADE

BRAINSTORMING 4c

WHAT ARE THE DISAVANTAGS OF THE LECTURE APPROACH TO LEARNING

DISADVANTAGES OF LECTURE APPROACH TO

LEARNING-c/s

INSTRUCTOR CENTERED REQUIRES YOU TO BE PASSIVE REGULATES YOUR THINKING BASED ON IMPUT OF KNOWLEDGE INFORMATION QUICKLY FORGOTTEN

WITHOUT REINFORCEMENT

INPUT OF KNOWLEDGE?

THE PRIMARY RESPONSIBILITY OF AN INSTRUCTOR IS NOT TO BE JUST A

DISPENSER OF INFORMATION

RATE OF FORGETTING WITH NO REVIEW-1

RATE OF FORGETTING WITH

10 MINUTE REVIEW

PROFOUND Having or showing great depth.-C

A A profound profound

LectureLecture

may may

induce a induce a

profound profound

sleep.sleep.

BRAINSTORMING3X5 CARD

WHAT IS INTELLIGENCE?

WHAT IS INTELLIGENCE? DOES KNOWLEDGE EQUATE TO INTELLIGENCE

STUDENT AT BOARD

WHAT FACTORS MAKE UP INTELLIGENCE– Rote memory– Increased knowledge – Creativity– Ability to solve problems-Creative Thinking– See relationships– Make reasonable - rational conclusions– Ability to recall knowledge from long term

memory

INTELLIGENCE QUESTIONS?

• Are people smart because the can recite from rote memory—memorize information?

• Is intelligence the ability to see relationships and draw conclusions from data?

• Are you smart, If you memorize the conclusions drawn by the author of your text book?

• Do some well educated people sound intelligent, but are not very knowledgeable?

• ANSWER: Intelligence is not a single ability but the successful grouping of many cognitive functions-knowledge is just one factor?

BRAINSTROMING 6

• OTHER THAN PRINCIPLES OF WELLNESS

AND FITNESS, WHAT SHOULD YOU BE REQUIRED YOU TO LEARN IN ORDER

TO SUCCEED:

IN THIS CLASS COLLEGE LIFE?

THIS CLASS REQUIRES YOU TO: use the components of intelligence 1-c

• REASON ANALYTICALLY to solve problems and develop concepts

• THINK CRITICALLY and be creative

• SEE RELATIONSHIP between data/concepts and draw reasonable conclusions

• DEVELOP A SENSE OF INQUIRY- a desire to learn

THIS CLASS REQUIRES YOU TO:2-c

• Understand what you read and apply it

• Outline information into an organized format

• Develop the ability to listen effectively

• Condense-Synthesize information

• Put information into your own words

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

oYou will become more creative-curious- inventive

oYou will learn to evaluate facts and make rational decisions while drawing reliable conclusionsHOWEVER: Having said this”Most decisions you make will be

based emotions

THE END RESULTS WILL BE:

CRITICAL THINKING

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

INTERACTIVE-COOPERATIVE-PROLBEM SOLVING-

STUDENT CENTER APPROACH• Analytical Reasoning-Critical Thinking

• OUTPUT of knowledge instead of input

• Instruction is PROCESS rather than SUBJECT MATTER orientated

• Requires the ability to THINK on higher levels of intellect

• Ability to ask INTELLIGENT questions of yourself—Class

CRITICAL THINKING-c

MOST COLLEGE CLASSES OPERATE ON:

• Deductive Reasoning- using the knowledge

gained by reasoning to draw conclusions

• Inductive Reasoning- reasoning from a

particular instance to a general conclusion

• Output- of knowledge rather than input

• Process- rather than subject matter

• Evaluate- your own learning

ENTRANCE EXAMCRITICAL THINKING 101-cc

REASONING• Requires the ability to think on

higher levels of intellect

• Requires the ability to ask intelligent questions – Why does it work that way?– How does what I know relate to other

things?– What is the significance of the

information?

UNDERSTANDING THE PRINCIPLE OVERLOAD BY DEDUCTIVE REASONING

• USING THE KNOWLEDGE GAINED BY REASONING TO DRAW CONCLUSIONS

• With the knowledge gained by experience and research, I reasoned that overloading the muscle anaerobically by weight lifting made me stronger (3x5 card)

WHAT CONCLUSION CAN I MAKE?If you want to get stronger, you must

graduallyprogressively overload the muscle

DEDUCTIVE REASONING-c

UNDERSTANDING AEROBIC OVERLOAD BY INDUCTIVE REASONING

• The problem I need to solve is: What must I do in order to get fit aerobically ?

• How does what I know about anaerobic fitness relate to aerobic fitness? (Critical Thinking)

Example: Anaerobic fitness

• We know that when doing anaerobic exercise you will only get stronger by overloading the muscle

• What can I deduce from this information

You can deduce that in order to get fit aerobically, you must also overload the muscle aerobically

MENTAL EXERCISE 1-c

CRITICAL THINKING EXERCISES: Consist of questions that requires in-depth thought

and analytical reasoning to solve the problem posed

by the question

PAIR-SHARE-COMPARE: Students pair-up discuss-compare beliefs on issues

assigned Answers written on board

WORD WEBBING: Key issue place on board. Student share ideas which are placed in cluster

around key word

:

MENTAL EXERCISE 2BRAINSTORMING: Open discussions that are facilitate by

presenting issues on wellness in the form of

a question-that requires critical thinking and

analytical reasoning to reach a conclusion No value judgments are made regarding

answers recorded on board

FORCED CHOICE METHOD Students called upon to take a side on an

issue and defend their opinion

THINK IDEAS

THE ART OF PROBLEM SOLVING

DEFINITION: Simply means thinking creatively about the most effective solution when a problem

or obstacle blocks your way • Identify the problem/s: List barriers the

problem presents

• Develop a list of solutions: Brainstorm creatively to reach a solution to the problem

• Evaluate your solutions: Select the ideas that appear to be the most realistic solutions

• Analyze your results: Put your ideas to work and determine which solution will be most effective

FRAME GAMES-c

IQ TEST

ROLE OF INSTRUCTOR IN

INTERACTIVE LEARNINGIS TO

ESTABLISH A

PERFERRED ENVIRONMENT

THE LEARNING PROCESS IN A PREFERRED ENVIORNMNETInteractive

CooperativeProblem Solving

STUDENT CENTERED

Approach to learning

I AM AN ORGANIZER OF KNOWLEDGE-INFORMATION

Major objective is get you to change or

modify your behavior

QuoteJohn Wooden-C

You don’t treat all students the same

You treat all students the way they deserve to be treated

ORGANIZERMajor objective is to create inquiry-

controversy-discussion

• I will say and do things to achieve the objectives of the class– Not based on emotion – Based on facts as I know them

• Disagreement is desired and allowed – But it must not be confrontational– Achieves nothing – Closes the mind– Not willing to listen and understand other points of view

• Perception– My perception of a student is base on their performance in class– No decisions about students will be made based on looks-

gender-race

• My favorite students and classes are determined by what factors? (green stuff?)

EMPATHY- The ability to understand the feelings

and needs of others

SYMPATHYThe capacity to share the feelings and

interest of others

ORGANIZER

MAJOR OBJECTIVE IS TO GET YOU TO MODIFY YOUR ATTITUDE TOWARD

SCHOOL/LEARNING

I AM A SYNTHESIZER OF INFORMATION3x5 card define synthesizer

How can you reduce the wording of this sentence

Loving your children means taking an interest in them, being available to them, showing affection and guidance-17 words

Loving children means showing interest-availability-affection-guidance- 8 words

MY SUGGESTIONS

• Try class for one week• Drop class

MY GUARANTEE

• Learn a lot about the process of learning

• You will increase your knowledge of:– Fitness and wellness– Weight management and Nutrition– Behavior modification– Psychological well being– Life– Yourself

•Fun

I AM A FACILITATOR (A GUIDE TO MAKING LEARNING

EASIER)

ASSIGNMENTS• Sept. 24 -26 Meet in classroom• Sept. 27 Meet in Weight room• Monday/Wed. meet in weight room• Tuesday/Thursday meet in class • Read syllabus answer Discussion

Questions• Discussion question are due Thurs.

Sept. 28 • Oct. 22 -25 change in organization• Oct. 29 meet in gym

ASSIGNMENTS NIGHT CLASS

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

ROLE OF THE STUDENT IN

INTERACTIVE LEARNINGTo determine who is responsible for

learning

To decide how you are going to comply with class rule and procedures

To decide the amount of effort and contribution you will make in class and gym

WHOSE RESPONSIBLE?

YOU THE STUDENT MUST ASSUME

RESPONSIBLE FOR INTERACTINGWITH OTHERS TO ACHIEVE CLASS

GOALS

WHOSE RESPONSIBLEFOR LEARNING

• IF YOU DON’T DO WELL IN SCHOOL WHO DO YOU BLAME

•HOW ABOUT ON THE JOB

•HOW ABOUT IN LIFE

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

RESPONSIBILITY

• COLLEGE RESPONSIBILITY– Is to give you the opportunity to learn

and succeed

• INSTRUCTORS RESPONSIBILITY– Is to guide students through the

learning process

• STUDENT RESPONSIBILITY– Is to do what’s required to learn

CRITICAL THINKING class

• DO YOU FEEL A SYLLABUS (That outlines your responsibilities) AND A HANDBOOK (that outlines your assignments) WILL ASSIST AND AID YOU IN DEVELOPING A STUDENT CENTERED APPROACH TO LEARNING

•HOW

OBJECTIVES OF SYLLABUS

•Helps you understand class procedures

•Knowledge acquired will make you a better all round student

•Provide you with an avenue to success in this class—college—life

•Determines who’s responsible for learning

OBJECTIVE OF HANDBOOK

• STUDENT CENTERED DOCUMENT• Organizes format of material to be

studied• Outlines student responsibilities

WHAT CAN THE INSTRUCTOR DO TO MAKE

LEARNING FUNGroup

Fit difficulty of task to skill of Student Vary activities Keep every one active Set realistic performance goals Give students a say Have fun

WHAT CAN YOU THE STUDENT

DO TO MAKE LEARNING FUN•Come to class prepared

•Participate in class activities

•Be supportive

•Follow class procedures

WHOSE HAVING FUN

HOW IS THIS FATHER MAKING EXERCISE FUN FOR HIS SON

WHAT HAPPENS IF FUN IS THE ONLY GOAL

Students are not committed to excellence

Self-worth not a motivating factor

GREAT IDEAS-c

CLASSROOM PROCEDURES

• STUDENT RESPONSIBILITIES– Display name tag– Assume Group Seating-assignment– Check out Introduction/Power Point– Contribute to class activities

• INSTRUCTOR RESPONSIBILITIES– Take Roll– Announcement– Organize and conduct student activities– Monitor-record class

participation/behavior– Evaluate student contributions-progress

DAILY CLASS ACTIVITIES

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

FITNESS PROCEDURES

• MEET IN GYM T-TH

• COMPLETE WORKOUT CARD

• CHOOSE AN ACTIVITY

• DRESS APPROPRATELY

• LOCKER ASSIGNMENT

PHYSICAL FITNESS ACTIVITIES

• ALL STUDENTS MUST COMPLETE CIRCUIT– Strength Training--Aerobic training– Sports Activity--occasionally– Pilates-Aerobic activities

• MUST WORKOUT 30 MIN. INCLUDING WARM-UP AND COOL DOWN

• Workout Honor system:

– If you are caught CHEATING – You will be given failing grade

WORKOUT CARDS-1-C

•Accounts for ½ of you grade in class

•Record attendance

•Record workout performance

•Must be fill out correctly with date—amount lifted-number reps

•Failure to do so will count as an absence

WORKOUT CARD-2-C

• Replace cards in proper file with heading at top and facing forward

• Do not leave cards on table or take from gym

• Grade will be lowered 1-2 grade points for lost cards-

• If card is not in file see instructor

BRAINSTORMING

DO YOU THINK ANSWERING PROBLEM SOLVING DISCUSSION

QUESTIONS IS HELPFUL TO STUDENT LEARNING

DISCUSSION QUESTION OBJECTIVES- 1-c

•Provides a basis for class discussion

•Functions as a guideline for student inquiry -learning

•Forces you to think critically and reason analytically to solve problems

DISCUSSION QUESTION OBJECTIVES-2c

•Aids in developing concepts about wellness and fitness

•Provides an organized format for information to be learned

•Reviews previously learned data

BRAINSTORMING GROUP

WHAT ARE THE STRENGTH OF THE DISCUSSION METHOD OF

LEARNING

STRENGTH OF DISCUSSION METHOD-1-c

Provides instructor with in–depth knowledge of student ability and

effort

Provides student with the ability to evaluate their own performance

Provides higher levels of cognitive learning by:

Integration of ideas Synthesis of ideas Improving creative thinking

Improves ability to communicate ideas to others

STRENGTH OF DISCUSSION METHOD-2-C

Provides affective objectives by: Changing your attitude Increasing your motivation Encouraging responsibility

Provides active participation by students in the learning the process

Improves critical thinking and problem solving ability

BRAINSTORMINGCLASS

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

WEAKNESS OF DISCUSSION METHOD-c

• Difficult to get student participation

• Time consuming

• Difficult to cover significant amounts of content

• Requires extreme preparation by instructor and student

• Instructor has less control of learning process

BRAINSTORMING

WHAT STEPS SHOULD STUDENTS TAKE WHEN PRESENTING

DISCUSSION QUESTION TO CLASS

STUDENT PRESENTATION• Student must show mastery of content by

understanding of facts, concepts, theories

• Display good communication skills

• Synthesize ideas and develop a clear perspective about the questions

• Be able to state your own view point based on research-study

• When presenting question: Read question and give your answers to all parts of the question- DO NOT READ THE ANSWER

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

FAILURE TO PREPARE

• Each time you are not prepared your GRADE will be lowered one/half a grade point

• You will be allowed to participate in discussions but will not be allowed to write in your handbook

• Condense answers into as few words as possible

• Your handbook will be checked during group meetings SO:

– All questions must be answered– Incomplete answers are the same as not

answering the question

PREPARATION/RESEARCH(Better known as homework)

• How many hours are you supposed to spend outside of class for every hour you spend in class

• Answer 2-3

• Results— 15 units equals 3 class hour per day X 4 days per week= 12 class hours times 2 hours of homework for each class hour = 24 hrs per week

• LTW- 4hr. In class X 2=8 of P&R

NICE TRY!!! BUT

WORK AND SCHOOL

WHAT’S THE PROBLEMS :

A WEEKLY TIME SCHEDULE• Hr. per week -- 168• Hr. Study 6 -- - 24 • Hr. Sleep 8 -- - 56• Hr. Work -- - 30

68

IMPOSSIBLE

TENTATIVE SCHEDULEPREPARATION/RESEARCH

• Read text-research all discussion questions- 2-3 hrs

• Visit Library or internet-1hr • Review questions prior to group meetings- 1

hrs

• Misc. OR-Projects-RL-TK 3 hrs

• Total 8 hrs. minimum for this class

WORK ETHICS

ABSENT ON GROUP MEETING AND/OR

DISCUSSION DAYS-C• Type and turn in all study questions on next

class day or you will be given a:

Non Participation grade

0r

• Given a test over material on your own time

• Non Participation lowers grade 1/2 grade pt.

• If you come to class late it’s your responsibility to clear absence

with me at end of class

HOMEWORK ASSIGNMENTS

FIRST MEETING GROUP ORGANIZATION

• Time approximately—15+MIN.

• Students are divided into groups

• Assign a rememberer-Leader

• Briefly review all discussion question

• Complete research questions Text-Library-Internet

• Form Study Groups

SECOND GROUP MEETING:15 min

• Time: 15-20 min

• Assign specific questions-Things to know to discussion to groups

• Three methods of class presentationa. Rememberer may present answers to questionb. Each member of group present an answer to

one of the questionsc. Instructor asks students to answer questions

• Students must ask question-critique-challenge group

• Student will evaluate each others individual effort16

QUESTIONS TO

ASK • Could you elaborate on that point?• Could express the point more clearly

or in another way?• Can you give me an illustration-

example of the point?• Do you have any more data?• Can you be more specific?

BRAINSTORMING

WHAT WOULD BE THE PURPOSE OF

AN INSTRUCTOR USING VISUAL AIDS?

THE GRIM REAPER SAYS: CLASS,YOUR LIFE IS PASSING BEFORE YOUR EYES. NOW

WILL YOU PLEASE PAY ATTENTION! I WORKED REAL HARD ON THE POWER POINT

PRESENTATIONS.

BENEFITS OF SLIDE PRESENTATIONS

• Provide you with about 90% of information needed to succeed in this class

• Information-slides can be found on PORTAL and handbook

• Use them during class and add comments in space provided

• You will be asked to evaluate slide presentation

CLASS WEB SITE-cBIG BEND.EDU/CLICK MY BIG BEND (Left side) Click the “Student” tabScroll to the bottom of the page to “class list”Select the class you wish to view.Click on Power Point presentation UNIT

OBJECTIVE OF CARTOONS

• To create situations that require analytical reasoning and critical thinking

• To make a point—What’s cartoonist trying to say in relation to: – This class– Life– Student behavior

• Initiate discussion

• Add some humor

CARTOONS

• Not meant to be OFFENSIVE or hurt anyone feelings

• Often gender specific

• Many have to do with student behavior

• Some deal with behavior in relation to

wellness-fitness

• Some are just there

VIDEO REVIEWS OBJECTIVES-c

Used to introduce or concluded a unit

Provide students visual representation of

materials being studied

As a motivation mechanism

To reinforce facts introduced by the instructor

To furnish a different version of data being covered.

VIDEO COVERT BAILEY SMART EXERCISE#1 Pp.

EVAUATIONS

• EXAMS: No final or mid-term provided other assignments are completed in a satisfactory manner

• I reserve the right to give you an exam at any time in order to determine your knowledge and understanding of material being studied

GRADE BASES ON:-c

1. Overall Group and class participation

2. Attendance3. Preparation for Group Discussions 4. Class Projects 5. Oral Reports6. Pre-test-Chapter-Video Reviews7. Physical Improvement

8. Name tags

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

IT’S DUE WHEN IT’S DUE

OBJECTIVES OF HANDBOOK

• Aids in taking notes

• Enables you to work ahead

• Outline responsibilities

FIX IT, RIGHT

HANDBOOK ORGANIZATION

• UNIT 1: Introduction to class-Catch the Magic• UNIT 2: Fitness-flexibility- Body composition assessment • UNIT 3: Behavior Modification• UNIT 4: Lifetime Wellness• UNIT 5: Aerobic Fitness• UNIT 6: Anaerobic Fitness• UNIT 7: Body Composition-Weight Management• UNIT 8: Nutrition• UNIT 9: Psychological Wellbeing• UNIT 10: Addictive Behaviors-STDs• UNIT 11: Fitness Equipment/Fitness injuries

UNIT INTRODUCTORY PAGE • List Unit Objectives• Lists Unit Concepts• Provides a Outline of Importance Subjects to be

Covered• Unit assignments

– Chapter reading assignments– Discussion questions– References lists-I suggest you read them– Oral reports– Things to know– Various reviews

HANDBOOK

HOW TO USE HANDBOOK

• Bring handbook and text to class each day

• Complete assignments in handbook as assigned

• Evaluation: Handbook will be reviewed during group discussion of discussion questions

• Note page

HANDBOOK???

TEXT

READ IT!!!!

CONCLUSION-1-C• I consider wellness and Fitness a very

important subject• Many of you smarter than I am

I just know more I know how to use what I know

• It is not my objective to hurt anyone’s feelings However, you must accept and improve

your shortcomings Attempt to maximize your ability

CONCLUSION-2-C

• We will talk about fat-obesity-and other sensitive topics

• I tend to pick on people in jest and to make a point • Occasionally I will use language to emphasize a

point-or gain attention SEX

• If I say or do anything that is offensive please let me

know• If I offend please let me know

OFFICE HOURS-c

• You are always welcome to come to my office any time

• Office hours 9:00-1000 T-TH

• I will show you my office AT END OF CLASS

CLASS PROCEDURES HANDOUT

• Read it

• Sign it

• Return to me next class meeting

• No grade will be given if the following items are not recorded– Contract– Inherent danger– Class procedures– Be sure you put your name and class time upper

right hand corner

QUESTIONS-c•What do I mean “Catch the magic”•Why are you here•What do you consider success•How do you plan for success•How do you accumulate knowledge•How do you use this knowledge•How do you measure learning

QUESTIONS-1-c WHAT DO I MEAN “CATCH THE

AGIC”?

• Get educated• Gain knowledge and information• Become a better person• Establish new relationships• More efficient-effective Transitions in

life

QUESTIONS-2-c(3x5 card)

oWHY ARE YOU AT BIG BEND• Get a college education

• Meet new people

• Get a better job

• Develop new skills

• Learn new things

• Have fun

oWHY ARE YOU HERE -IN THIS CLASS• To make yourself a better person

• To increase knowledge

• To learn new social skills

• To learn about fitness and wellness

QUESTIONS-2-co WHY YOU ARE REALLY HERE

• Opposite sex-Party Time

• Pressure parents-peers

• 3 units-credits

• It beats the heck out of working

• It gives you an excuse for binge drinking

QUESTIONS-3-c(at the board)

WHAT DO YOU CONSIDER SUCCESS• Maximizing your ability to achieve self-

actualization• Passing grade• How little can I do and still get by?• Wealth• Happiness• Being educated

WHAT A COLLEGE EDUCATION DOES FOR YOU-1-c

• EARN 20-30% MORE THAN WITH A HIGH SCHOOL DIPLOMA

• COLLEGE EDUCATED HEALTHER

• COLLEGE EDUCATED COMMIT LESS

CRIMES

• 63% OF NEW JOBS REQUIRE POST

SECONDARY EDU.

GETTING A GOOD JOB?

COLLEGE EDUCATION• ONLY 45 % OF CC STUDENTS

GRADUATE IN 3 YEARS TIME PERIOD • ONLY 41% EARN A DEGREE AND

TRANSFER TO 4 YEAR SCHOOL• 52% OF CC STUDENT FAIL TO

COMPLETE COLLEGE EDUCATION• 47% OF HISPANICS 25 YEAR OR

OLDER DO NOT HAVE A HIGH SCHOOL CREDENTIAL

• OTHER STUDENT OF COLOR HAVE HIGHER LEVELS OF EDUCATION

LARRY BIRD ANALOGYLARRY BIRD-GREATEST BASKETBALL

PLAYER EVERWHY DO I MAKE THAT STATEMENT?

• Lacked some of the genetic physical skills of other players• Tremendous respect as person—player by his peers --

Magic Johnson-fans-media• What characteristics made him great?

– Athletic I.Q.– Work Ethic and attitude– Great mental strength and SELF-control

• How does this analogy relate to your success in life?– Work hard to develop non-genetic skills– Accept instruction– Develop learning skills that make-up for poor study Habits

QUESTIONS-4-c

HOW DO YOU PLAN FOR SUCCESS?

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

PYRAMID FOR SUCCESS-cIN COLLEGE

Have funSet Goals

Attend class

Evaluate progress

Look for new ideas

Be willing to change

Strive for improvement

Contribute to your classes

Develop good study habits

Complete class requirements

Accumulate and use knowledge

WHAT DOES THE TERM OPPORTUNITY MEAN TO YOU?

Picture yourself on a ledgeoutside the window of

OPPORTUNITY

• What 3 choices do you have?

CATCH THE MAGIC

OPPORTUNITY

WHEN DOES SUCCESS OCCUR

SUCCESS OCCURS WHEN PREPARATION

MEETS

OPPORTUNITY

WHY PEOPLE FAIL-C

•Lack of principle•Lack of commitment•Lack of effort•Lack of support•Lack of discipline•Lack of motivation•Lack of preparation

I CAN ALWAYS TEACH

CATCH THE MAGIC -c

HOW DO YOU ACCUMULATE KNOWLEDGE

(At Board)• GOOD STUDY HABITS• EXTEND THE EFFORT

• DISCIPLINE

• COMPLETE ASSIGNMENTS

• GO TO CLASS

• READ

• CONTRIBUTE-PARTICIPATE

DID SHE EXTEND THE EFFORT

CATCH THE MAGIC(Individual response)

WHAT IS THE PURPOSE OF GOALS

• Without goals no learning takes place• They are plans that give you control over your behavior—life• Adds direction and focus to life

CATCH THE MAGICGOAL DEVELOPMNET-C

• Review your Objectives

• Develop Goals

• Make a Plan for achieving goals

• Evaluate goal achievement

• Modify Goals

• Set new Goals

QUOTE

AFTER ALL, IF YOU DON’T KNOW

WHERE YOU’RE GOING (goals)

HOW ARE YOU GOING TO KNOW

WHEN YOU GET THERE (achievement)

CATCH THE MAGIC--C

HOW DO I USE KNOWLEDGEOBTAIN EMOTIONAL CONTROLSTART A WELLNESS-FITNESS

LIFESTYLE

QUESTIONS-HOW DO

I USE KNOWLEDGE

T0 OBTAIN EMOTIONAL CONTROLTO START A WELLNESS-FITNESS

LIFESTYLE

To MEASURE LEARNING

CONTROL THE MENTAL FACTORS

•Make a self-assessment—Who

are you

• Goal Development—Where are you going

• Self-motivation—You have to want

it

• Self-control—The discipline to follow through NO matter what

the road blocks

EMOTIONAL STABILITY AND MENTAL GROWTH

Develop social relationships Improve self-esteem• Improve Learning ability• Increase Knowledge• Develop Understanding• Know thy self

START A WELLNESS-FITNESS LIFESTYLE-

• Physical Improvement• Nutritional Knowledge• Mental Development• Behavior Modification• Social Relationships

HOW DO YOU MEASURE LEARNING

(at the board) Exams Projects Knowledge Better job Grades Awards Higher self-esteem-confidence Better social relationships

To accomplishgreat things wemust not Only

dream,

but also

actnot only plan

but also

believe

CATCH THE MAGICJUST DO

Commit 1% more in effort than others

End result will be 100% improvement in knowledge and ability over what others achieve

CATCH THE MAGICWILL JUST WANTING IT

MAKE IT HAPPEN? (Ask Yourself)

• Am I willing to do what ever is necessary?

• Am I willing to take the risk?• What’s in it for me if I succeed?• What’s in it for me if I don’t succeed?

•If your not jazzed don’t do it

INTRODUCTION TO WELLNESS AND CULTURAL DIVERSITY

•BRAINSTORMING• What role does culture play in

developing a Wellness and Fitness lifestyle

• What problems arise when teaching cultural diversity

• Can various health problems be linked to certain cultural groups

A STEPPING STONE OR A STUMBLING BLOCK-C

Isn’t it strange that princess and kings And clowns that caper in the sawdust rings

Are common folk like you and me Are builders of eternity?

To each is given a book of rules A block of stone and a bag of tools

For each must shape ere time has flown A stumbling block or a stepping stone

CATCH THE MAGIC• This concludes our discussion into

how you “CATCH THE MAGIC”• Remember! You’re in college now and

you are responsible for your own motivation and success

• For the rest of your college career-life its time for you to take responsibility for your actions

• Remember self-motivation is the only motivation that lasts

COOPERATIVE LEARNING DISCUSSION QUESTIONS

DISCUSSION QUESTIONS QUESTIONS

• Could you elaborate on that point?• Could express the point another

way?• Can you give me an illustration of

the point?• Do you have any more data?• Can you be additional specific?

THIS COURSE IS DESIGNED TO ACCOMPLISH WHAT TWO IMPORTANT

TASKS?• WHAT ARE THESE TWO TASKS?• WHAT IS THE MAIN REQUIREMENT TO

BE ACHIEVED?• WHY ARE THEY IMPORTANT?

COURSE DESIGN• TWO IMPORTANT TASKS

1. Theories-concepts-knowledge needed to achieve wellness/fitness2. Provide time for developing an fitness philosophy

aerobic- anaerobic-flexibility fitness

• MAIN REQUIREMENTS1. Accumulate knowledge needed to make responsible

decisions about fitness and wellness 2. Develop the ability to put these decisions into

action

• IMPORTANCE- 1. Provide the knowledge and tools to succeed in college /life. 2. Critical thinking-self-actualize-maximisze physical ability

STANDARDS

ACCORDING TO SYLLABUS:• WHAT IS THE BEST WAY TO BEGIN

YOUR STUDY OF THIS COURSE?• EXPLAIN THE ORGANIZATIONAL

FORMAT OF THE HANDBOOK

• EXPLAIN THE ASPECTS OF THE HANDBOOK THAT MAKE S LEARNING EASIER

ACCORDING TO SYLLABUS• WHEN BEGINNING THE STUDY OF THIS COURSE 1. Examine the text, syllabus and handbook

2. Learn the class procedures-requirements

• HOW DOES THE SYLLABUS MAKE LEARNING EASIER?

1. Tools for learning2. Supplemental data3. Establishes an organizational format

• EXPLAINS THE ORGANIZATION OF THE HANDBOOK1. Organized into 11units2. Each unit contain an introductory page that

explains the content of each unit3. Lays out student responsibilities

TOOLS FOR LEARNING-c

• Goal development• Self-Time Management• Communication• Reading to learn• Note taking skills• Study skills • Examinations and tests• Written presentation• Oral presentations• Progress analysis

SUPPLEMENTAL DATA

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

• EXPLAIN THE PURPOSE AND LEARNING OBJECTIVES OF THIS COURSE

• HOW ARE THEY ACHIEVED

PURPOSE OF COURSE -1-c To encourage regular study habits To provide an outline of material covered in the text To prepare of students for daily class activities To evaluate instruction and student efforts

COURSE OBJECTIVES-2-C

Introduce theories- purposes- methods

of learning

Provide basic ideas, concepts and knowledge of lifetime

wellness/fitness Provide background knowledge

based on research

GOALS OF COURSE-c

To reinforce learning through additional repetition To involve as many of the senses as possible To review behavior modification techniques To teach study and discipline skills

FUN

DECISIONS

HOW ARE CLASS OBJECTIVE ACHIEVED

• By accepting responsibility for your action

• Completing all assignments

• Spending time in Preparation-Planning

• Time management

PLANNING TO FAILCC

EACH UNIT OF THE HANDBOOK CONTAINS SEVERAL PROBLEMS SOLVING DISCUSSION

QUESTION. WHAT IS THE PURPOSE OF THESE QUESTIONS? WHAT STEPS SHOULD YOU TAKE IN

RESEARCHING THESE QUESTIONS?

WHAT ARE THE RESULT OF NOT BEING PREPARED FOR GROUP AND/OR CLASS DISCUSSIONS?

WHAT MUST YOU DO IF YOUR ABSENCE ON THE DAY QUESTIONS ARE DISCUSSED AND PRESENTED?

HOW WILL THEY BE GRADED?

PURPOSE OF PROBLEM SOLVING DISCUSSION QUESTIONS

•Helps you understand subject matter content

•Out lines responsibilities•Provokes discussions•Provides experiences in learning

to solve problems through reasoning—critical thinking–to see relationships

RESEARCHING DISCUSSION QUESTIONS

•Start by reading Text•Instructor slides•Library•Internet

RESULTS OF BEING UNPREPARED

• Each time you are not prepared your GRADE will be lowered one/half grade point

• You will be allowed to participate in discussions but will not be allowed to write in handbook

• Condense answers into as few words as possible

• Your handbook will be checked during group meetings SO:– All questions must be answered– Incomplete answers are the same as not

answering the question

I’M SO DEAD

ABSENCE RESPONSIBILITIES• IF YOU ARE ABSENT

• You must type and turn in all study questions on next class day or you will be given a:

Non Participation grade which will lower

your final grade ½ grade point

0r

• Given a test over material on your own time

IF YOU ARE TARDY

YOUMUST TELL ME AT END OF CLASS

GRADING DISCUSSION QUESTIONS

IS BASED ON

• Participation in group discussions

• Participation in class discussions

• Preparedness

• Accuracy

• Do not read answer

• WHAT IS THE PURPOSE OF STUDENT EVALUATIONS?

• HOW ARE STUDENTS EVALUATED IN THIS COURSE?

• BESIDES THE TEACHER WHO DO THESE EVALUATIONS COMMUNICATE INFORMATION TO?

IT NEVER WORKS

OBJECTIVES OF EVALUATION-C

Measure progress LEARNING TOOL Feedback-reinforcement Show areas of strength-weakness Communicates information Predicts future success

HOW GRADES ARE DETERMINED-C

CLASS PROJECTS 35% Individual projects Quizzes and Misc. requirements

CLASS PARTICIPATION 35% Group discussions Class discussions Oral reports

ATTENDANCE 30%

WHEN WILL YOU KNOW YOU HAVE BEEN SUCCESSFUL?

TO WHOM DO EVALUATIONS COMMUNICATE INFORMATION

• Parents--Professors

• School administrators

• Employers

• Self

EXPLAIN WHAT IS ACCEPTABLE STUDENT BEHAVIOR ONCE CLASS HAS STARTED

ACCEPTABLE IN CLASS STUDENT BEHAVIOR-C

• BE IN CLASS ON TIME

• BE AT DESK WITH PENCIL AND PAPER

• DO NOT WORK ON CLASS DISCUSSION QUESTIONS DURING CLASS TIME (Except during group sessions)

• DO NOT WORK ON NON-CLASS ACTIVITIES DURING CLASS TIME

• CONVERSATION DURING CLASS MUST BE CLASS RELATED

• DO NOT PREPARE TO LEAVE class UNTIL INSTRUCTOR GIVES INSTRUCTIONS TO LEAVE

• YOU WILL BE EXPECTED TO DEVELOP AND AGREE TO FULFILL THE TERMS OF THE STUDENT LEARNING CONTRACT:

• WHAT IS THE PURPOSE OF THIS LEARNING CONTRACT?

• WHAT DO YOU CONSIDER ARE THE MAIN FACTOR/S CONTAINED IN THE CONTRACT?

PURPOSE OF CONTRACT Provides a vehicle for planning the

learning experience • Develops a sense of ownership • Creates a commitment to the learning process• Exercise in using imaginative, reasoning and analytical skills• Outlines the process you will use to achieve

your goals• Determines learning objectives and strategies

WHAT ARE THE MAIN FACTORS TO CONSIDER? WHY

A CRITICAL THINKING QUESTION

SET THE WORLD ON

FIRE-c

• THE METHODS USED IN TEACHING THIS CLASS ARE BASED ON A PROBLEM SOLVING—COOPERTATIVE AND INTERACTIVE-- STUDENT CENTERED APPROACH TO LEARNING:

• LIST AND EXPLAIN EACH OF THE ABOVE APPROACHES TO LEARNING

• WHAT ARE THE ADVANTAGES OF EACH OF THESE APPROACHES?

• WHAT LEARNING CONCEPTS ARE THE BASIS OF THESE APPROACHES TO LEARNING?

ADVANTAGE OF INTERACTIVE STUDENT CENTERED LEARNING• Student must take responsible for learning

• Opportunity to learn how to succeed in real life situations

• Course content designed to meet studentneeds

• Attainable goals established

• Problem solving questions which require- critical thinking and reasoning experience

• Provides a process of modifying behavior

LEARNING ADVANTAGES

• Students responsible for learning• Opportunity to learn how to

succeed• Course meets student needs• Attainable goals are established • Problem solving questions-think

critically – reasoning analytically• Modifying behavior

WHAT LEARNING CONCEPTS ARE THE –C BASIS OF THIS APPROACH TO

LEARNING?

• Problem solving situations and questions• Critical thinking abilities• Communication skills• Translating knowledge from one context to another (aerobic/anaerobic)

• Synthesize information into is simplest form• Ability to draw reasonable conclusion and make sound decisions though analytical reasoning

• WHAT ARE THE TWO ASPECTS OF COMMUNICATION THAT YOU MUST MASTER FOR SUCCESS?

• DISCUSS THE IMPORTANCE OF LISTENING

• LIST SOME STEPS YOU CAN TAKE TO BECOME A BETTER LISTENER

LISTENING

IMPORTANCE OF LISTENING

• COLLEGE IS ABOUT COMMUNICATING

IDEAS—KNOWLEDGE

• 75-90% OF COMMUNICATION IN COLLEGES IS SPENT LISTENING

• WHAT ABOUT LIFE?

STEPS TO BETTER LISTENING -1-c

• Take listening seriously

• Analyze your shortcomings

• Prepare to listen

• HAVE A SPECIFIC PURPOSE FOR LISTENING

• Identify central theme-main points

WHAT MADE YOU THINK I WAS LISTENING

STEPS TO BETTER LISTENING -2-c

• Think along with speaker• TAKE ADVANTAGE OF TIME

DIFFERENCES• Focus on matter rather than manner • Be an active listener• Practice listening

IS ANYBODY LISTENING?

• A MAJOR TOOL FOR EVALUATION IN THIS COURSE ARE THE WELLNESS PROJECTS?

• WHAT IS THE PURPOSE OF THESE PROJECTS?

• EXPLAIN THE REQUIRED FORMAT AND WHERE IT CAN BE FOUND IN HANDBOOK

• HOW ARE THESE PROJECTS EVALUATED AND WHAT IS THEIR PERCENTAGE OF YOUR GRADE?

QUOTESUCCESS OCCURS

WHEN

PREPARATION

MEETS

OPPORTUNITY

PURPOSE OF PROJECTS

• Research the various factors considered important in developing fitness/wellness lifestyle that will lead to self-improvement

• Provide you with the information needed to develop life long Wellness/Fitness habits

PROJECT FORMAT-1-c• Personal information at top right corner

Place name, project title and number and class time in upper right hand corner of paper

• Outline form

• Must have a introduction—body--conclusion

• Where can you find the proper format to be used for these projects – End of each unit in handbook– Student slides on web page

PROPER PROJECT FORMAT-2-c

Information must be in SHORT CONCISE an answers Paper must be in OUTLINE FORM Use only #12 FONT, 1" MARGINS and SINGLE SPACE the paper. Use SHORT KEY WORDS to condense and

put information in your own words Be sure to DEFINE ALL COMPLEX terms Do not list items without giving a BRIEF EXPLANATION

PROJECT LOCATION

• Location of proper project formatoEnd of each unitoSlides

• Project evaluation/percent of gradeo Content 50%o Format 35%o MISC. 15% of grade

IN PREPARING TO LEARN:

• WHAT ARE THE BEST WAYS TO PREPARE FOR READING THE TEXT?

• WHAT ARE THE TECHNIQUES YOU CAN USE TO GET THE MOST OUT OF THE TEXT ONCE YOU HAVE STARTED READING IT?

READING PREPARATION-c

• READ WITH A PURPOSE• PREVIEW THE TEXT-CHAPTER-

GRAPHS-CHARTS-ETC.• EXAMINE SUPPLEMENTAL DATA• QUESTION THE TEXT

LEARNING TO READ

READING TECHNIQUES-c

• Reread to check understanding

• Review notes

• Underline-highlight the text

• Examine supplemental data

•Question the text

TEXTBOOK READING

WHEN DEVELOPING AN ORAL REPORT:

• HOW SHOULD IT BE ORGANIZED?

• WHAT ARE THE THREE MOST IMPORTANT ASPECTS IN PREPARING TO PRESENT AN ORAL REPORT?

• HOW ARE THEY EVALUATED?

ORAL REPORT ORGANIZATION-c

• Adapt material to audience-• Do not read• Be enthusiastic• Progress from know to unknown--simple to complex—• Remember the KISS principle• Give a background on subject of report

– Why did you pick topic– Why is topic important?

• Include your own opinion• Introduction-body-Conclusion• Speak loudly

THREE IMPORTANT ASPECTORAL REPORT

PRESENTATION• Practice and rehearse

• Research

• Preparation

ORAL REPORT EVALUATION-c

CONTENT 1.0 ORGANIZATION 1.0 DELIVERY 1.0 TIME 1.0

STUDENT PRESENTATIONS

o Inform others in an intelligent manner

o Communicate ideas clearly with persuasion

o Be prepared to answer questionso Listen to questions from other students -- respond appropriately o Build on the ideas of otherso Accept or reject the opinions of

others

QUESTIONS YOU SHOULD BE PREPARED TO ANSWER

What are your experiences

Can you give illustrations or examples

Do you agree or disagree with presenter

Summarize your position

• SLIDE: Proper outline format

• SLIDE: UNIT II Assignments

• SLIDE: Exit• SLIDE: Happy face

OUTLINE FORMATTITLE

I. INTRODUCTION A. MAIN POINT

1. Sub-point 2. Sub-point

a. Sub-pointb. Sub-point

B. MAIN POINT

II. BODY III. CONCLUSION

UNIT II ASSIGNMENTS1. Readings: Chapter #2 Text “Assessing Your Present Level of Fitness

– Check health status Pp.20– Assessing cardiorespitory fitness endurance Pp. 31:36-

40:36– Assessing flexibility Pp. 52-54– Assessing muscular/endurance Pp. 65-67– Assessing and changing diet Pp. 112-113– Assessing body weight Pp. 122-123– Assessing fat distribution Pp. 123-125– Covert Bailey PP 13-71

2. Lecture/Discussion Questions #2 3. Things to Know #14. Projects #1 Developing a Fitness Appraisal5. Goal development/Contract

IT’S A NEW BEGINNING

LEARNING?