Session 13. Fitness and Exercise. Teacher Notes. Physical Fitness. Aerobics (Cardio) Muscular Strength. Stretching. Stability (Balance)

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1 Session 13 Fitness and Exercise Teacher Notes Physical Fitness Physical fitness is a crucial component of living a healthy lifestyle. Exercise is necessary for maintaining a healthy weight and is particularly important for having a healthy heart. It also builds physical stamina by strengthening the muscles in the body, and can greatly improve one s quality of life. It can also help to regulate blood pressure and can be useful in managing certain diseases, such as diabetes and heart disease, and can protect against certain cancers. Exercise also improves circulation, can have an impact on one s mood and prevent depression, and improves mental alertness. There are four types of exercise, which comprise a well-rounded routine: Aerobics (Cardio) Aerobic exercise entails activity which uses large muscle groups and increases one s heart rate. This type of exercise causes one to breathe faster and deeper, thereby maximizing the amount of oxygen in the blood. Common types of aerobic exercise include: walking, jogging, bicycling, swimming, and dancing. Muscular Strength Developing muscular strength is also an essential part of a regular exercise routine. It can help reduce body fat, increase muscle mass and helps to burn calories. Muscular strength training can include lifting weights, push-ups, stomach crunches and squats. Stretching Stretching is a crucial element of any exercise program. It increases flexibility and improves the functioning of the joints, as well as assisting with posture and circulation. Stretching exercises can also reduce stress and prevent injury. Muscles are more receptive to stretching when they are warmed up, so the ideal time is after a workout. Common types of stretching can include yoga and tai chi. Stability (Balance) Stability exercises are another key component of a fitness routine. They can help prevent injury and are especially important for seniors, who are more prone to imbalance and suffer from falls. Statistics show that In 2005, there were nearly 16,000 deaths among older adults that were the result of falls, Furthermore, 433,000 resulted in hospitalization. The core muscles include the muscles in one s abdomen, lower back and pelvis. One s balance and stability are essentially supported by these muscles; therefore strengthening them is a very important. 13 FITNESS & EXERCISE 1

2 Teacher Notes (continued) For additional information, visit: Objectives Talk about exercise habits and beliefs. Discuss the importance of exercise. Demonstrate at least 4 basic exercises that one can do to promote cardio, muscular strength, stability, and stretching. Materials Needed Chart Paper Markers CD & CD player Barriers to Exercise activity strips Excerpts from the brochure on physical activity barriers, Tips to Help You Get Active (one per group) Worksheets: 13a (Health Barriers), 13b (Stretching Photo Match), 13c (Stretching Cloze Activity) Activity 1 What s Exercise? 1. Divide the class into groups of 3 5 learners. Give each group a sheet of chart paper and ask them to make a list of all the exercise activities they can think of. Walk around the room to assist. 2. Ask one group to present their chart to the class, and subsequent groups to add any activities not covered by the previous groups. Check for spelling. 3. If they have not included activities that burn calories, add some to the list (ex.: raking leaves, cleaning the bathroom, vacuuming, mopping the floor, washing the windows, dancing, walking, playing an active game with your children, painting a room, running after a toddler, gardening, swimming). Activity 2 Partner Interview 1. As a class, generate a list of 10 questions about exercise habits and beliefs. Try to ensure that some of the questions include Why? (Some possible questions: Do you exercise regularly why or why not? Do you think exercise is important why or why not? How often do you exercise? What s your favorite exercise? What are some reasons you don t exercise? ) 2. Ask the class to work with a partner to answer the 10 questions from #1, if possible working with someone who does not speak their native language. As they do this, walk around to monitor their answers and to stimulate discussion. If you provide any significant vocabulary or structural assistance, share it later with the class. 13 FITNESS & EXERCISE 2

3 3. Ask each person to share one of their partner s responses that is different from their own. You may wish to write on the board: My partner, but I. Model the activity first (ex.: My partner exercises every day, but I only exercise on the weekend. ). Activity 3 Reasons to Exercise Either in small groups or as a class, generate a list of reasons to exercise. Add any of the following reasons that the class does not mention: Regulate blood pressure Maintain or lose weight Improve your mood (help prevent depression) Protect against some cancers Prevent some chronic diseases, such as diabetes Improve circulation Improve mental alertness Activity 4 Types of Exercise 1. Tell the class there are 4 main components (parts) of exercise (Cardio, Strength, Stretching, Balance). Ask learners if they know their names. 2. Write on the board: 1. Cardio. Ask if anyone knows what it is. If not, explain: Cardio exercise makes our hearts beat faster. Look at the charts of exercises from Activity 1. Ask the learners to tell you which activities are examples of Cardio exercise (ex.: running, brisk walking, swimming, basketball, climbing stairs). 3. Write on the board: 2. Strength. Ask if anyone knows what this means. If not explain: Strength exercises make our muscles strong. Ask the learners to tell you which activities on their charts are examples of Strength exercises (ex.: lifting weights, some yoga, carrying heavy boxes). 4. Write on the board: 3. Stretching. Ask if anyone knows what this means. If not explain: Stretching exercises improve our ability to bend (flexibility). Ask the learners to give an example of Stretching exercise (ex.: yoga, tai chi, stretch classes). (NOTE: Some exercises may appear in more than one category.) 5. Listening: Ask learners to listen to the recording about cardio, strength and stretching. Ask them to write down one fact they hear about each type of exercise. Pause the CD after each one: (1) Have you ever seen someone walking briskly or jogging though the park? Next time, go closer. Walk or jog along with the person. Can you hear her deep breathing? Most likely her breathing is becoming faster, her heart beating hard increasing the amount of oxygen in her blood. Can you guess what type of exercise is this? If you said cardio, you are right. (2) What do you think strength exercises do? You probably think, they make the muscles strong. But did you know these exercises also help burn calories and reduce body fat? Weight lifting, push ups, and stomach crunches are strength exercises. 13 FITNESS & EXERCISE 3

4 (3) Do you want to increase your flexibility and improve your joints functions? How about reducing stress and preventing injury? And as an added bonus, assist with your posture and circulation? Then get ready for stretching exercises. Join a yoga or tai chi class. Or check out a library book on stretching you can always stretch alone in the privacy of your own home! Activity 5 Balance 1. Tell the class there is one more component of exercise: Balance. Check that they know the meaning of this word. 2. Ask everyone to stand up and lift one leg and close their eyes. Ask: Was that easy or hard? 3. Ask: Why is balance important? (It prevents injury and falls, especially important for older adults.) Activity 6 Barriers to Exercise 1. Write the word Barriers on the board. Ask learners what it means. Ask them to think about some of the barriers they have to exercise, and to write down (not discuss) a few of them. Cut out the Barriers to Exercise activity strips, and give one strip apiece to pairs or small groups of learners. 2. Ask each pair/group to come up with at least 3 possible solutions to their barrier. Monitor their work. 3. Hand out the excerpts from the Tips to Help You Get Active publication ( that correspond to each pair/group s exercise barrier. Ask them to underline solutions that are different from those they came up with in #2, and add them to their list. 4. Ask each pair/group to present their list to the class. Write their solutions on the board. 5. Hand out Worksheet 13a, Health Barriers. Read and discuss as a class. 6. Ask learners to reflect on their personal barriers to exercise, which they listed in #1. Is there one example from this activity that might help them? In the space provided on the worksheet, ask learners to write down one solution for themselves, and for volunteers to share their barriers and personal goals with the class. (NOTE: Every student need not share. This should be voluntary, by those who wish to share their goals.) Activity 7 Stretching (Listening) 1. Hand out Worksheet 13b, Stretching Photo Match. Tell the learners they will be hearing an exercise recording about stretching. Ask the learners to number the pictures as they hear about them. Check with a partner. 2. Hand out the stretching cloze worksheet, 13c. Ask the class to fill in the missing words, and then check as a class. 13 FITNESS & EXERCISE 4

5 3. Ask the learners to stand up, and follow along with the stretching CD! Let s begin in a standing position. Lift your arms up as you breathe in. Lower your arms as you exhale. Again, lift your arms up, breathing in. Lower your arms as you exhale. Side stretch Separate your legs. Now inhale and bend to your right. Exhale. Your left arm is overhead, your right arm is on your thigh. Stay there. Breathe in, exhale, and stretch more. Again, breathe in, exhale, and stretch. Come back up. Let s go to the left. Your right arm is overhead, your left arm is on your thigh. Breathe in and exhale. Again, breathe in and exhale. Come back up. Neck stretch Drop your head to the right. Try not to move your shoulders! Breathe in and exhale. Breathe in and exhale. Come back up. Drop your head to the left. Breathe in and exhale. Breathe in and exhale. Hip stretch Hold your left thigh. Bring your knee toward your chest. Keep your back straight! Breathe in and exhale. Breathe in and exhale. Lower your leg. Hold your right thigh. Bring your right knee toward your chest. Breathe in and exhale. Breathe in and exhale. Lower your leg. Back of legs stretch Bend forward. Your body should look like a table. Place your hands on your thighs and push back. Breathe in and exhale. Breathe in and exhale. Activity 8 Conclusion Ask the class to share one new thing they learned about exercise and/or what they learned today. Assessment Administer the quiz, Nutrition and Exercise. Check as a class. 13 FITNESS & EXERCISE 5

6 Worksheet 13a Health Barriers to Physical Activity 1 6

7 Worksheet 13a Health Barriers to Physical Activity 2 7

8 Worksheet 13a Health Barriers to Physical Activity 3 8

9 Listen to the woman talking about stretching. Put numbers next to the exercise she talks about. Worksheet 13b Stretching Photo Match 9

10 Teacher s Version Let s begin in a standing position. Lift your arms up as you breathe in. Lower your arms as you exhale. Again, lift your arms up, breathing in. Lower your arms as you exhale. Side stretch Separate your legs. Now inhale and bend to your right. Exhale. Your left arm is overhead; your right arm is on your thigh. Stay there. Breathe in, exhale and stretch more. Again. Breath in, exhale and stretch. Come back up. Let s go to the left. Your right arm is overhead, your left arm is on your thigh. Breathe in and exhale. Again breathe in and exhale. Come back up. Neck stretch Drop your head to the right. Try not to move your shoulders! Breathe in and exhale. Breathe in and exhale. Come back up. Drop your head to the left. Breathe in and exhale. Breathe in and exhale. Hip stretch Hold your left thigh. Bring your knee toward your chest. Keep your back straight! Breathe in and exhale. Breathe in and exhale. Lower your leg. Hold your right thigh. Bring your right knee toward your chest. Breathe in and exhale. Breathe in and exhale. Lower your leg. Back of Legs stretch Bend forward. Your body should look like a table. Place your hands on your thighs and push back. Breathe in and exhale. Breathe in and exhale. Worksheet 13c Stretching Cloze Activity (Teacher) 10

11 Barriers to Exercise (cut up and give one strip to each group) I m too busy to exercise. 1 It s hard to get started. I m not motivated. 2 Exercise is boring. 3 I worry about getting hurt. 4 I have to take care of my kids! I can t exercise. 5 I don t like sports. 6 I m worried about exercising alone. 7 Barriers to Exercise Activity Strips 11

12 Barriers to Exercise 1 ( I m too busy to exercise. ) 12

13 Barriers to Exercise 2 ( It s hard to get started. I m not motivated. ) 13

14 ( Barriers to Exercise 3 ( Exercise is boring. ) 14

15 Barriers to Exercise 4 ( I worry about getting hurt. ) 15

16 Barriers to Exercise 5 ( I have to take care of my kids! I can t exercise. ) 16

17 Barriers to Exercise 6 ( I don t like sports. ) 17

18 Barriers to Exercise 7 ( I m worried about exercising alone. ) 18

19 Date Location Name ID# Sessions 11, 12 and 13 Nutrition and Exercise Check True or Not True for these questions: 1. To lose weight, you should not eat any fat. True Not True 2. Obesity is not a problem for children. True Not True 3. Taking a fast walk is a good type of cardio exercise. True Not True 4. Vegetables have a lot of protein. True Not True 5. If you have a health problem, check with your doctor about exercising. True Not True Assessment Sessions

20 NIH Publication No April 2006 Intermediate Tips i s t to o Help H You u Get G t A Active WIN Weight-control U.S. Department of Health and Human Services NATIONAL INSTITUTES OF HEALTH Information Network Tips to Help You Get Active (National Institutes of Health) 1 20

21 1 Intermediate Tips s to t o H Help You You Get Get Active Active Tips to Help You Get Active (National Institutes of Health) 2 21

22 Tips to Help You Get Active (National Institutes of Health) 3 22

23 ( Tips to Help You Get Active (National Institutes of Health) 4 23

24 Tips to Help You Get Active (National Institutes of Health) 5 24

25 Tips to Help You Get Active (National Institutes of Health) 6 25

26 Tips to Help You Get Active (National Institutes of Health) 7 26

27 Tips to Help You Get Active (National Institutes of Health) 8 27

28 Tips to Help You Get Active (National Institutes of Health) 9 28

29 Tips to Help You Get Active (National Institutes of Health) 10 29

30 Tips to Help You Get Active (National Institutes of Health) 11 30

X-Plain Exercising For a Healthy Life Reference Summary

X-Plain Exercising For a Healthy Life Reference Summary Introduction By exercising and becoming more active, you can improve your health. People who are not physically active are much more likely to develop