1. Introduction to Lifetime Fitness and Wellness
Chapters 1 and 2
WELCOME!

2. Lecture Objectives Review goals of the course.
Review course topics, organization, and information.
Define the terms “health” and “wellness”.
Recognize the relationship between lifestyle and health / wellness.
Recognize Healthy People 2010 and its implications.
Differentiate between skill-related and health-related fitness. Know examples of each.
Explain the purpose of and be able to write a S.M.A.R.T. goal.

3. This course is for ALL fitness levels and abilities.
Goals of the Course
To learn about oneself intellectually, emotionally, and physically and to consider the connections between values and behavior.
To explore how individuals develop and function in the social, psychological, emotional, physical, and spiritual dimensions.
To plan for a lifetime of fitness, wellness, and physical activity.
This course is for ALL fitness levels and abilities. 17

4. Course Topics
Health, wellness, fitness, healthy lifestyles
Components of fitness and wellness
Cardiovascular disease, cancer, and diabetes
Goal setting and program planning
Self-management skills
Substance use and abuse
Nutrition
Stress
Becoming an informed consumer
AND MORE!!!

5. Course Organization Module 1: Components of Fitness
Module 2: Self-Management
Module 3: Becoming an
Informed Consumer
Module 1:
-Introduction to Wellness and Fitness
-Goal Setting
-Training Principles
-Program Planning
-CR Endurance
-Body Composition
-Muscular Strength and Endurance
-Flexibility
Module 2:
-Pedometers
-Self-Management Skills
-Nutrition
-Weight Management
-Body Image
Module 3:
-Substance Use and Abuse
-Stress
-Health Benefits of Physical Activity
-Quackery

6. Course Information SYLLABUS HIGHLIGHTS Fit and Well book Test policy
Attendance and tardiness
Participation
Final exam schedule
Blackboard:
Sharepoint:
Fit and Well text book - Must get book from bookstore because need original labs and tear out sheets.
Test policy – see syllabus
Attendance policy – see syllabus
Participation – see syllabus
Final exam schedule – Exams cannot be changed unless student has three or more exams in one day. Must plan travel plans according to final exam schedule, which is posted on Registrar website (website is on syllabus).

7. Skill-related fitness Health-related fitness
Types of Fitness
Skill-related fitness
Health-related fitness
Skill-related:
-agility
-balance
-coordination
-speed
-power
-reaction time
Health-related:
-CR endurance
-muscular strength
-muscular endurance
-flexibility
-body composition
This class focuses on health-related fitness. 6

8. What is health? What is wellness?

9. Health = absence of disease
Past
Health = absence of disease
Present
Health = Wellness
Wellness: Expanded idea of health that is optimal health and vitality, encompassing physical, emotional, intellectual, spiritual, social, and environmental wellbeing.

10. The following six slides are to illustrate the need for having high levels of wellness in all six dimensions. Without one dimension, one is not a whole person.
These slides are optional. You may remove them if you do not wish to illustrate the dimensions of wellness in this way.

11. Intellectual

12. Social
Intellectual

13. Social
Physical
Intellectual

14. Social
Physical
Spiritual
Intellectual

15. Social
Physical
Spiritual
Intellectual
Emotional

16. Social
Physical
Spiritual
Intellectual
Emotional
Environmental

17. Activity
Ask student at the end of each row (on middle aisle side) to take out a sheet of paper.
Assign each row one of six dimensions (both right and left sides of room have same dimension), so that all six are covered.
Ask students to write one word or phrase that they think of when they think of that particular dimension, write it on paper, then pass it to the next person in their row.
When all the rows are finished, ask the last person in each row to read the list out loud to the class.
This is a good way to get an idea of what the students think each dimension entails and to clarify any misconceptions. It also helps to get them listening to each other’s thoughts and ideas.

18. Wellness Continuum Figure 1.1
Fahey/Insel/Roth, Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness, Chapter 1
© 2005 McGraw-Hill Higher Education

19. Public Health Achievements
Figure 1.2
Infectious diseases, caused by invading microorganisms, were the leading causes of death a century ago
Chronic diseases, caused by a variety of lifestyle and other factors, are the leading causes of death today
Fahey/Insel/Roth, Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness, Chapter 1
© 2005 McGraw-Hill Higher Education

20. Leading Causes of Death in the United States
Heart Disease 695,754 D I S A
Cancer ,847 D I S A
Stroke ,010 D I S A
Chronic lower 125, S
respiratory disease
Unintentional injuries 102, I S A
Diabetes mellitus 73,119 D I S
D: diet I: inactivity S: smoking A: alcohol

21. Lifestyle and Wellness
Cigarette smoking = increased risk of lung cancer
-Point out that woman in photo is smoking a cigarette, but worries about the sound of jackhammers on her unborn child.
-Many people either do not realize that what they are doing is hurting their body, or they are not realistic about it.
Fahey/Insel/Roth, Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness, Chapter 1
© 2005 McGraw-Hill Higher Education

22. The Role of Other Factors in Health and Wellness
Heredity
Environment
Health care
Gender
Ethnicity
Income
Education
Heredity
-Every person has a different genetic background, so some people might be more predisposed to diseases or problems than others.
Environment
-Again, people are raised or are currently living in different environments. Some environments are more/less conducive to high levels of health and wellness than others.
Health Care
-Some people have very limited or no access to health care, which directly affects their ability to get help when sick
Gender
- Men and women have different life expectancies and different incidences of certain diseases (men and women have higher rates of different kinds of caner, men are more prone to heart disease because of where fat is generally stored in their bodies, women are more prone to osteoporosis.)
Ethnicity
-Predisposition for certain diseases has been linked to ethnicity (diabetes is more prevalent among Native Americans or Latinos; hypertension (high blood pressure) is more prevalent among African Americans). Also, different ethnic traditions can affect levels of wellness (diet, attitudes toward alcohol and drugs, etc…)
Income and Education
-People with lower incomes and lower levels of education have higher rates of injury, more diseases, and are more likely to engage in unhealthy behaviors (eg. smoking).
Fahey/Insel/Roth, Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness, Chapter 1
© 2005 McGraw-Hill Higher Education

23. Behaviors That Contribute to Wellness
Physical activity
Healthy diet
Healthy body weight
Manage stress
Avoid tobacco / drug use
Limit alcohol consumption
Protect yourself from disease and injury
Fahey/Insel/Roth, Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness, Chapter 1
© 2005 McGraw-Hill Higher Education

24. National Wellness Goals
Major goals of Healthy People 2010:
Increase quality and years of healthy life
Eliminate health disparities among Americans
U.S. government’s national Healthy People initiative sets goals on 10-year agendas.
Fahey/Insel/Roth, Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness, Chapter 1
© 2005 McGraw-Hill Higher Education

25. Goal Setting Specific: detailed behavior to achieve
Measurable: must assess progress
Alterable: make adjustments as needed
Realistic: consider heredity, time, etc…
Time-based: set a date for achievement
Always state goals in a positive way
Try to choose performance-oriented goals

26. Lecture Summary Review goals of the course.
Review course topics, organization, and information.
Define the terms “health” and “wellness”.
Recognize the relationship between lifestyle and health / wellness.
Recognize Healthy People 2010 and its implications.
Differentiate between skill-related and health-related fitness. Know examples of each.
Explain the purpose of and be able to write a S.M.A.R.T. goal.