Analyzing Health & Fitness Trends and Critical Consumption in Active Lifestyles, Assignments of Physical Education and Motor Learning

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M O D U L E B : F I T N E S S M A N A G E M E N T Specific Learning Outcomes Introduction Lesson 1: Making and Continuing Change: A Personal Investment Lesson 2: Health and Fitness Trends Lesson 3: Exercise and Fitness Myths and Misconceptions Lesson 4: Health and Fitness Advertising Lesson 5: Becoming an Informed Fitness Consumer M O D U L E B : F I T N E S S M A N A G E M E N T Specific Learning Outcomes 12.FM.1 Examine the goal-setting process as a means of improving physical fitness and/or health behaviours. 12.FM.2 Identify, implement, and revise personal goals for healthy lifestyle practices, including physical activity participation. 12.FM.3 Examine current trends in health and fitness. 12.FM.4 Demonstrate understanding of fitness myths and misconceptions and how they are used in advertising. 12.FM.5 Examine the methods advertisers use to promote and sell exercise, fitness, and health products and services. 12.FM.6 Examine influences on the decisions that fitness consumers make related to fitness products and services. 12.FM.7 Analyze key factors to be considered when purchasing fitness products and/or services. _____________________________________________________________________________ M o d u l e B , L e s s o n 1 91 Lesson 1: Making and Continuing Change: A Personal Investment Introduction This lesson is a review of the learning that took place in Grade 11 Active Healthy Lifestyles. Students spend some time reviewing the Stages of Change model (as outlined by Prochaska, Norcross, and DiClemente) and the strategies they can employ to move from one stage to the next on the continuum of change. Since goal setting is such a critical component of the change strategies, a review of goal setting is also included. In Grade 12 students have an opportunity to set goals and decide on how to achieve them with a higher level of sophistication than they did in Grade 11. ________________________________________________________________________________ Specific Learning Outcomes 12.FM.1 Examine the goal-setting process as a means of improving physical fitness and/or health behaviours. 12.FM.2 Identify, implement, and revise personal goals for healthy lifestyle practices, including physical activity participation. ________________________________________________________________________________ Key Understandings  Individuals can change health-related behaviours such as physical activity within their lifestyle.  Strategies for ongoing physical activity engagement and fitness development are personal.  Success in achieving positive health behaviours is rooted in effective goal setting based on the Stages of Change continuum. ________________________________________________________________________________ Essential Questions 1. Why do goals need to change over time? 2. How can effective goal setting increase success in changing health-related behaviours? 3. What are the steps to, or reasons for, goal setting? 4. How can physical fitness and health-related behaviours be improved within a person’s lifestyle? ________________________________________________________________________________ _____________________________________________________________________________ 92 G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s N O T E T O T E A C H E R It is important that students feel comfortable and are willing to share their personal reflections. They should not feel as though they are forced to disclose personal thoughts or feelings. This questionnaire could also be used as an interview guide in individual or small-group student-teacher conferences. Background Information Personal Reflections on the Stages of Change Many people decide to make changes in their lives to improve their health, increase their income, develop meaningful relationships, and so on. People’s attempts to achieve change often fail because they have not thought carefully about, or taken the time to work through, the stages of change. When setting goals, it is important to have a clear understanding of our starting point or current situation. The next suggested learning strategy provides students with an opportunity to think about changes they have made in their healthy lifestyle practices since their Grade 11 school year. ________________________________________________________________________________ Suggestion for Instruction / Assessment Review and Reflect on Physical Activity Have each student reflect on physical activity experiences by completing RM 1–FM. Once students have completed the questionnaire, invite them to share some of their reflective comments. A general class discussion could facilitate thinking about the various stages of change and what students did to make their Grade 11 personal physical activity plan successful. Refer to RM 1–FM: Physical Activity Review and Reflection Questionnaire. ________________________________________________________________________________ Background Information Stages of Change Review In the Grade 11 Active Healthy Lifestyles course students gained an understanding of the Stages of Change model (Prochaska, Norcross, and DiClemente), which identifies five stages through which individuals move to make a lasting attitude and behaviour change. As people move along the continuum of change, they engage in specific processes at each of the five stages of change: N O T E T O T E A C H E R Understanding what stage of change a student is at will help teachers guide the student in developing personal goals and plans. Be considerate of students’ individual stages when helping them to set goals and develop their personal physical activity plan. _____________________________________________________________________________ M o d u l e B , L e s s o n 1 93 1. Pre-contemplation (no intention of making a change): In this stage people begin to recognize that a problematic behaviour exists. At this point, they may engage in self- evaluation or self-reflection and may determine that a change is needed. When this happens, they will progress to the contemplation stage. 2. Contemplation (thinking about making a change): In this stage people seek out information about the problematic behaviour and become more aware of the possible problems associated with it. They will speak to others about the problem and discuss or think about possible solutions. These individuals are now ready to move to the preparation stage. 3. Preparation/decision (getting ready to make a change): In this stage people make a commitment to change the problematic behaviour, believing they can make the change. They have become knowledgeable about how to go about making the behaviour change and about the benefits resulting from it. They devise a plan for practising the new behaviour. These people are ready to move to the action stage. 4. Action (making the change): People in this stage initiate their plan for making a behaviour change. They find ways to stay motivated, which may include seeking support from others. They attempt to control the triggers of the problematic behaviour and give themselves ways to stay focused on the healthy behaviour. The new behaviour will begin to substitute the unhealthy behaviour. Some people may incorporate a personal reward program for sticking with the action plan. 5. Maintenance (working at keeping the change): In this stage people’s actions are similar to those in the action stage, but people are engaged in the new behaviour for a minimum of six months. During this stage people are focused on staying on their action plan and not going back to their previous behaviour. R E F E R E N C E S For additional information, refer to the following resources: Prochaska, James O., John C. Norcross, and Carlo C. DiClemente. Changing for Good: A Revolutionary Six-Stage Program for Overcoming Bad Habits and Moving Your Life Positively Forward. New York, NY: Avon Books Inc., 1994. Spencer, Leslie, Troy B. Adams, Sarah Malone, Lindsey Roy, and Elizabeth Yost. “Applying the Transtheoretical Model to Exercise: A Systematic and Comprehensive Review of the Literature.” Health Promotion Practice 7.4 (Oct. 2006): 428–43. ________________________________________________________________________________ _____________________________________________________________________________ 96 G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s Why Do So Few People Set Goals?* Some experts estimate that only five to ten percent of people think about their goals regularly, and only one to three percent of people have clear written goals. Most experts agree that goal setting is a powerful tool. If this is the case, why do so few people set goals? Reasons why people don’t set goals include the following:  They don’t know what they want. (No goals)  They don’t know how to set goals or don’t plan how to achieve them. (Action)  They don’t have goals, they have wishes.  They are afraid of change.  They make excuses that form personal barriers.  They get frustrated, discouraged, or overwhelmed. (Too many goals, too big, too slow) Having clear and precise goals will help us stay motivated and focused, particularly when facing adversity. Setting goals is a way of regulating behaviour to attain a self-determined and desired target. The goals could be financial, educational, or health- and fitness- oriented. __________ * Source: Time Thoughts. “Goal Setting: Why Should I Set Goals?” Goal Setting. <www.timethoughts.com/goalsetting/WhySetGoals.htm>. Adapted with permission. Steps to Setting and Achieving Goals Many people set goals they want to achieve. Some of these goals centre on acquiring material things (e.g., a car, a winter vacation). Some goals involve doing or learning new things (e.g., write a book, paint a picture, learn a new sport). Still other goals have to do with self-improvement (e.g., exercise regularly, get a different job, eat healthier). These are all great goals, but many people never reach them because they have not considered making a specific plan to achieve them. _____________________________________________________________________________ M o d u l e B , L e s s o n 1 97 Six steps that can help students set and achieve their goals are identified below. ______________________________________________________________________________ S T E P S T O S E T T I N G A N D A C H I E V I N G G O A L S 1. Choose specific, measurable goals. Decide on your goals and base them on reasons that are meaningful and important to you. Be as specific as you can about what you want to accomplish. Instead of wanting to eat healthier, specify the things that you want to change in your eating behaviour (e.g., eat seven to ten servings of fruit and vegetables daily). This way, you know exactly what you need to change and by how much. You have now made your goal measurable. 2. Set achievable goals. Break down your goals into achievable smaller goals, thus progressing toward your final goal in stages. This is one way to build in a gradual process to achieve the ultimate goal. The stages can serve as checkpoints for you to see how you are progressing and whether the smaller goals need to be reset. When you know whether you have exceeded your expectations or are beginning to fall behind, you can make the necessary adjustments. When working on changing physical activity patterns it is important to keep a log or a record of your activities. 3. Evaluate your goals to ensure they are realistic. Setting an unrealistic goal that is not based on current conditions or circumstances is counterproductive to achieving a goal. Setting high goals is important, but if the goals are not realistic they will eventually be perceived as unattainable, and progress toward reaching the goals will cease. Seek out people who can support you in reaching your goals and use the needed resources available to you. 4. Create a timeline for and visual reminders of your goals. A goal is simply a stated dream with a deadline. Establish a timeline for the goals you set. The timeline may be influenced by the smaller goals that you have set for yourself. It is very important to set a particular timeframe for each goal. This will keep you focused on the actions you set for yourself and provide you with a way to assess your progress in terms of achieving the goal. Create visual reminders of your goals and place them where you will see them every day. Keep in mind that your reasons for choosing your goals were important to you, and moved you to devise a plan to accomplish them. 5. Prepare yourself for obstacles or barriers. The obstacles you face while working toward your goals may be emotional. For example, you may feel frustrated that people are not supporting you. You may feel discouraged that the expected changes are not happening quickly enough. Feelings of frustration or discouragement are natural reactions. Adjusting the small goals may help ease the emotional reaction. It is important to stay committed to your goals and not to lose hope. 6. Reward yourself. As you achieve each small goal, reward yourself in some way for a job well done. _____________________________________________________________________________ 98 G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s Suggestion for Instruction / Assessment Steps to Goal Setting Provide students with a copy of RM 3–FM and ask them to write down their goals (e.g., related to physical activity, fitness, and healthy eating) and devise an action plan to achieve them. They should take time to reflect on each step and then proceed to write down the actions they will take to accomplish each goal. Refer to RM 3–FM: Steps to Goal Setting. Students may use RM 4–FM as a tool for tracking their progress in reaching their goals. Refer to RM 4–FM: Goal Manager (available only in Excel format). The Excel spreadsheet is available on the CD-ROM version of this document, as well as online at <www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html>. R E F E R E N C E S For more information on goal setting, refer to the following websites: Manitoba Physical Education Teachers Association (MPETA). “Goal Setting: Personal Plan.” MPETA Resources to Support the Grades 11 and 12 Curriculum. <www.mpeta.ca/resources.html>. Time Thoughts. “Goal Setting: Why Should I Set Goals?” Goal Setting. <www.timethoughts.com/goalsetting/WhySetGoals.htm>. For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at <www.edu.gov.mb.ca/k12/cur/physhlth/>. ________________________________________________________________________________ N O T E T O T E A C H E R This is an ongoing assignment and should be considered as a required work sample. Students will return to this action plan periodically and assess their progress in meeting their stated goals, making revisions as required. N O T E T O T E A C H E R Physical Activity Practicum Students in Grade 12 are required to complete a minimum of 55 hours of moderate to vigorous physical activity. The physical activity practicum should reflect each student’s personal physical activity or fitness goals. Determining requirements for the completion of the Grade 12 physical activity practicum and/or the physical activity plan is a local decision. Schools may choose to add other criteria that demonstrate regular activity participation (e.g., variety of physical activities, the addition of a new physical activity, activities that the student will choose to do when leaving high school). _____________________________________________________________________________ M o d u l e B , L e s s o n 2 101 R E F E R E N C E S For additional information, refer to the following resources: American College of Sports Medicine. “ACSM Survey Predicts 2008 Fitness Trends.” News release. 9 Nov. 2007. <www.acsm.org/AM/Template.cfm?Section=ACSM News Releases&CONTENTID=9207& TEMPLATE=/CM/ContentDisplay.cfm>. ---. “Fitness Trends for 2007 from American College of Sports Medicine: Survey Results Name Top 20 Trends in Health and Fitness Industry.” News release. 13 Nov. 2006. <www.acsm.org/AM/Template.cfm?Section=Home Page&template=/CM/ContentDisplay .cfm&ContentID=6183>. American Council on Exercise. “ACE 2008 Fitness Trend Predictions: ACE-Certified Fitness Professionals Predict Fun Focused Fitness.” Press release. 3 Jan. 2008. <www.acefitness.org/media/media_display.aspx?NewsID=277&DCMP=BAC- GetFit2008Trends>. ---. “ACE Makes Fitness Trend Predictions for 2007: Survey Results Highlight Forecast of Hundreds of ACE-Certified Fitness Professionals.” Press release. 4 Dec. 2006. <www.acefitness.org/media/media display.aspx?NewsID=263>. Healthy Child Manitoba. Manitoba School Nutrition Handbook: Getting Started with Guidelines and Policies. Winnipeg, MB: Healthy Child Manitoba, 2006. Available on the Manitoba Healthy Schools website at <www.gov.mb.ca/healthyschools/>. Healthy Kids, Healthy Futures All-Party Task Force. Healthy Kids, Healthy Futures: Task Force Report. Winnipeg, MB: Manitoba Healthy Living, June 2005. Available online at <www.gov.mb.ca/healthykids/>. Thompson, Walter R. “Worldwide Survey Reveals Fitness Trends for 2007.” ACSM’s Health & Fitness Journal 10.6 (Nov./Dec. 2006): 8–14. ---. “Worldwide Survey Reveals Fitness Trends for 2008.” ACSM’s Health & Fitness Journal 11.6 (Nov./Dec. 2007): 7–13. Available online at <www.informz.net/acsm/data/images/worldwidetrends.pdf>. Van Dusen, Allison. “Top Ways to Stay in Shape.” 10 Jan. 2007. Health. Forbes.com. <www.forbes.com/forbeslife/2007/01/09/ways-stay-shape-forbeslife- cx 0110 avd stayshape2007.html>. For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at <www.edu.gov.mb.ca/k12/cur/physhlth/>. ________________________________________________________________________________ _____________________________________________________________________________ 102 G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s Suggestion for Instruction / Assessment Trend Predictions and Analysis Have students  offer suggestions for what they perceive to be current trends in health and fitness  rank the identified trends based on how strong they perceive the trends to be  offer their reasons for selecting the identified trends Share with students the trends identified by ACSM or ACE. Analyze the accuracy of the student responses compared to trends identified by fitness professionals. Facilitate a discussion on the purpose of trend analysis. ________________________________________________________________________________ _____________________________________________________________________________ M o d u l e B , L e s s o n 3 103 Lesson 3: Exercise and Fitness Myths and Misconceptions Introduction There are many myths, misconceptions, and untruths related to exercise and fitness development, some of which have been around for many years. Manufacturers and advertisers of fitness products are aware of these myths and use them to sell their products. In this lesson students research exercise and fitness myths and determine how they are used to confuse and mislead the consumer. By investigating the myths, students increase their knowledge and understanding of fitness development and take another step toward becoming informed consumers. ________________________________________________________________________________ Specific Learning Outcome 12.FM.4 Demonstrate understanding of fitness myths and misconceptions and how they are used in advertising. ________________________________________________________________________________ Key Understandings  There are many myths and misconceptions about exercise and fitness development.  Applying accurate information and reliable practices optimizes the benefits of any exercise or fitness program.  Exercise and fitness myths are perpetuated in the media and by product advertisers. ________________________________________________________________________________ Essential Questions 1. What are some common exercise and fitness myths? 2. Where can a person obtain reliable and accurate exercise and fitness information? 3. Why do exercise and fitness myths and misconceptions persist? ________________________________________________________________________________ _____________________________________________________________________________ M o d u l e B , L e s s o n 4 107 Lesson 4: Health and Fitness Advertising Introduction An important aspect of becoming an effective consumer is to be critical of the advertising associated with many of the health and/or fitness products and services available. People must be able to determine which advertisements are based on facts and research, and which make claims based on incomplete or inaccurate information. Manufacturers selling some fitness products base their advertising on many of the myths surrounding fitness development. Advertisers are very clever and creative with their “pitches,” making the advertised products seem amazing and revolutionary. The end result is that they make their sales, and the uninformed, trusting consumer is often left with inferior products that may, but likely will not, live up to expectations. This lesson focuses on the advertising of health and fitness products. Students have the opportunity to examine and assess advertisements for health and fitness products and learn how to identify the language of advertising to avoid disappointment and deception (fraud). R E F E R E N C E For additional information, refer to the following website: Federal Trade Commission (FTC). “Pump Fiction: Tips for Buying Exercise Equipment.” Nov. 2003. FTC Facts for Consumers. <www.ftc.gov/bcp/edu/pubs/consumer/products/pro10.shtm>. For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at <www.edu.gov.mb.ca/k12/cur/physhlth/>. ________________________________________________________________________________ Specific Learning Outcome 12.FM.5 Examine the methods advertisers use to promote and sell exercise, fitness, and health products and services. ________________________________________________________________________________ Key Understandings  Advertising is used to promote and sell products and services.  Accurate information is needed to evaluate advertising claims.  Advertisers use multiple strategies to sell their products and services. ________________________________________________________________________________ _____________________________________________________________________________ 108 G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s Essential Questions 1. What strategies and ploys are used to sell exercise, fitness, and health products and services? 2. Why do advertisers make product claims, and what types of claims do they make? 3. How do advertisers address the FITT (frequency, intensity, time, type) principle when advertising their fitness and exercise products? ________________________________________________________________________________ Background Information Evaluating Advertising Claims* The benefits of an active healthy lifestyle are well-known and well-documented. Unfortunately, there remain many myths and misunderstandings about how the body responds to exercise and physical activity, as discussed in the previous lesson. Advertising and marketing businesses for fitness products and services are aware of these misunderstandings and make advertising claims based on them. Many unscrupulous advertisers make unsupported claims that their exercise products offer quick, almost effortless ways to shape up, keep fit, and/or lose weight. The reality about changing the body is that there is no effortless, perspiration-free way to maintain a fit and healthy body. Deriving the benefits of exercise requires doing the necessary work. Being informed, or possessing the ability to find reliable information, is the way to navigate through false claims in advertising. The consumer must be cautious or suspicious of any products that  claim to make the body more attractive  promise amazing results in a very short period of time It takes time and effort to make changes to the human body. Although some manufacturers of fitness products can provide independent research to support what they are saying about their products, many manufacturers rely on exaggerated and fraudulent claims to sell their products. __________ * Source of Adaptation: Federal Trade Commission (FTC). “Pump Fiction: Tips for Buying Exercise Equipment.” Nov. 2003. FTC Facts for Consumers. <www.ftc.gov/bcp/edu/pubs/consumer/products/pro10.shtm>. _____________________________________________________________________________ M o d u l e B , L e s s o n 5 111 Lesson 5: Becoming an Informed Fitness Consumer Introduction A consumer is a person who purchases and/or uses goods and services. When someone buys or uses products or services intended for physical activity or fitness development, the person becomes a fitness consumer. A fitness consumer is faced with having to make a number of choices and decisions. The first decision relates to the required products and/or services. Secondary decisions have to do with where and when to acquire the goods and/or services. What an individual can acquire depends largely on the resources available. Having as much knowledge as possible about the products and services being considered for purchase allows the consumer to make the best purchasing decisions. The informed consumer also needs to be aware of the factors that influence these decisions. This lesson focuses on helping students to become critical and effective consumers, which involves evaluating physical fitness products and services. Students have the opportunity to investigate major fitness products and services and develop skills to help them become informed consumers. R E F E R E N C E S For additional information, refer to the following resources: Federal Trade Commission (FTC). “Avoiding the Muscle Hustle: Tips for Buying Exercise Equipment.” Nov. 2003. FTP Consumer Alert. <www.ftc.gov/bcp/edu/pubs/consumer/alerts/alt113.shtm>. Fitness Industry Council of Canada. “Canadian Fitness Industry Statistics.” Resources. 2007. <www.english.ficdn.ca/index.php?module=pagemaster&PAGE user op=view page&P AGE id=17>. International Health, Racquet and Sportsclub Association (IHRSA). The 2007 IHRSA Global Report on the State of the Health Club Industry. Boston, MA: IHRSA, 2007. ---. “Canadian Market Statistics.” Industry Research. <http://cms.ihrsa.org/index.cfm?fuseaction=Page.viewPage&pageId=19014&nodeID= 15>. For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at <www.edu.gov.mb.ca/k12/cur/physhlth/>. ________________________________________________________________________________ N O T E T O T E A C H E R Canadian Fitness Industry Statistics According to the International Health, Racquet and Sportsclub Association, the Canadian health and fitness club industry revenue (USD) totalled approximately 1.8 billion dollars in 2007. There were 4900 clubs in Canada, with a membership of 4.5 million persons, or 15.0% of the population (“Canadian Market Statistics”). _____________________________________________________________________________ 112 G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s Specific Learning Outcomes 12.FM.6 Examine influences on the decisions that fitness consumers make related to fitness products and services. 12.FM.7 Analyze key factors to be considered when purchasing fitness products and/or services. ________________________________________________________________________________ Key Understandings  Some advertising of physical fitness products and services can be misleading.  Many fitness goods and services are available to consumers.  Consumers can educate themselves prior to making a buying decision.  Health and fitness trends affect the availability of consumer products and services. ________________________________________________________________________________ Essential Questions 1. What influences your consumer decisions? 2. How do you determine whether a physical fitness product and/or service will be safe and effective? 3. How can you become an informed consumer? 4. What protection does a consumer have? ________________________________________________________________________________ Background Information To make effective consumer decisions, the fitness consumer must be informed about many aspects of fitness development. Knowledge is the key to consumer power. Combining knowledge and understanding about personal needs, habits, and goals, fitness planning, exercise equipment, and facilities will lead to educated decision making. This knowledge and information should be considered when evaluating fitness products and services. Fitness products include exercise equipment and props, monitoring devices and technology, and “performance” clothing and footwear. Fitness services include access to fitness centres, information and education, personal trainers, and specialty classes and programs. Fitness products and services constitute a multi-billion dollar per year industry in Canada. _____________________________________________________________________________ M o d u l e B , L e s s o n 5 113 Choosing and Buying Fitness Equipment Physical fitness can be developed and maintained without the use of any equipment, let alone the variety of expensive products and services available. Fitness products and services are extensively advertised and readily available, however, and many of them can be effective. Buying exercise products may seem simple, but a thorough investigation into the products under consideration is essential. Some products are very expensive due to the research involved in designing and creating them. Many people buy expensive products based on brand names or the assumption that the products will make exercising easier and more convenient. Initially, individuals may make regular use of the fitness equipment they purchase, but after a period of time, the product may become little more than an awkward and expensive “clothes rack.” Before investing in equipment, people need to understand the financial and lifestyle commitment associated with it. Considerations for Buying Fitness Equipment* The Federal Trade Commission (FTC) suggests that individuals consider the following tips before buying fitness equipment:  Determine the exercise goals. Whether your goal is to build strength, increase flexibility, improve endurance, or enhance general health, consider a fitness program that meets personal goals. Overall fitness and health can be achieved through a variety of physical activities as part of an active healthy lifestyle, and may not require the use of special equipment.  Determine the level of commitment. The idea of exercising at home may sound very appealing, but using a piece of equipment regularly requires significant motivation. Before buying expensive equipment, assess personal commitment to an ongoing fitness program. Plan to set aside some time daily for physical activity, and follow through with the plan.  Evaluate the equipment before buying. Fitness equipment is manufactured for the general population; therefore, the equipment must be fully adjustable to suit individual body characteristics. The machine or equipment should be sturdy, smooth, and easy to use. When shopping for fitness equipment, go to the store dressed for exercise, and give the equipment a full workout. Measure the area at home where you will put the equipment and note all dimensions (length, width, height). In addition, consider questions such as the following: __________ * Source of Adaptation: Federal Trade Commission (FTC). “Avoiding the Muscle Hustle: Tips for Buying Exercise Equipment.” Nov. 2003. FTP Consumer Alert. <www.ftc.gov/bcp/edu/pubs/consumer/alerts/alt113.shtm>. _____________________________________________________________________________ 116 G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s Every aspect of “performance” or activity clothing, from underwear and socks to outerwear, has been designed around managing and controlling moisture (perspiration and rain), temperature, and wind. Some clothing absorbs moisture, some repels moisture, and some moves or wicks moisture. Still other clothing is created to keep a person cool during activity, or to hold in warmth. The movement of air also creates challenges for clothing designers. Usually, breathable fabrics are desired by consumers, but sometimes non-breathable fabrics are needed. Special footwear, specifically designed for a given activity, is available for virtually every activity and sport. Many people purchase footwear that is not designed for the uses it will actually serve. Running footwear is not intended for walking, and walking footwear is not intended for hiking. Tennis footwear is designed differently from volleyball footwear because of the varying movement demands. When selecting fitness equipment and other products, consumers need to keep in mind the purposes for which they are intended. ________________________________________________________________________________ Suggestion for Instruction / Assessment Evaluating Fitness Equipment/Products Have students use the Think-Pair-Share strategy (see Appendix E) to evaluate physical fitness equipment/products:  Students identify as many fitness products/equipment items as they can.  Working with a partner or in small groups, students examine the list of identified products, determine the purpose and effectiveness of each product, suggest a less expensive alternative, and rate the overall value.  Each small group presents its results to the class. Students discuss any discrepancies. Have students create a Before You Buy poster for a fitness product (e.g., home gym, clothing, exercise video). The poster should contain important information about the fitness benefits of the product, as well as tips for buying the product. R E F E R E N C E For additional information on fitness product evaluation, refer to the following website: Ezine Articles. Health and Fitness: Fitness Equipment. <http://ezinearticles.com/?cat=Health-and-Fitness:Fitness-Equipment>. For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at <www.edu.gov.mb.ca/k12/cur/physhlth/>. ________________________________________________________________________________ _____________________________________________________________________________ M o d u l e B , L e s s o n 5 117 Background Information Considerations for Evaluating a Fitness Centre When deciding on a fitness centre, consumers need to consider criteria such as the following:  Price  Do the membership fees or user fees fit your budget?  Does the centre offer monthly or seasonal memberships or only long-term memberships? If the centre does not allow a trial period or short-term memberships, consider another facility.  Can a friend join a member occasionally for a user fee?  Facility  Are you able to tour the centre at the intended time of use?  Are the facilities clean and well-maintained?  Does the equipment look up to date and well-maintained?  Are the exercise areas uncluttered and safe?  Do the members follow safe and hygienic practices?  Is there appropriate signage for rules and procedures?  Does the centre offer other appealing facilities (e.g., sauna, whirlpool)?  Staff  Does the centre have enough staff to work with clients?  Can you book a staff member to assist with education and programming?  Does the staff have fitness leader certification?  Does the staff offer clients a personal fitness assessment and is there an initial medical inquiry?  Is the centre supervised at all times?  Programming  Does the centre offer a variety of fitness programming, such as aerobics, spinning, yoga, and other classes?  Are the classes a part of the membership or are participants required to pay additional fees for them?  Does the centre have all the machines and free weights needed for personal fitness programming? _____________________________________________________________________________ 118 G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s  Satisfaction  How long has the centre been in business? Check out the centre through the local Better Business Bureau or check online for customer satisfaction.  What on-site services are available (e.g., towels, hair dryers)?  Convenience  Is the centre conveniently located for you?  Is the centre accessible by public transportation? Is there ample parking?  Are the hours of operation suitable?  How crowded is the facility at the time of intended use?  Is there enough equipment to keep wait time to a minimum? ________________________________________________________________________________ Suggestion for Instruction / Assessment Evaluating a Fitness Centre Have students identify and examine a physical fitness facility. As part of their fitness centre evaluation, students  determine the service provider, the service being offered, and the need it is addressing  identify elements to inquire about or examine before purchasing or subscribing to the service  address the criteria identified in Considerations for Evaluating a Fitness Centre  consider the risk factors identified in the applicable Physical Activity Safety Checklist(s) Depending on availability and scheduling, consider having students visit a fitness centre. If the local community does not have one, students could research one in a neighbouring community (e.g., use the Internet, conduct a phone interview, mail out a questionnaire that includes an envelope with return postage). Following their fitness centre evaluation, students present their findings to the class. N O T E T O T E A C H E R For this learning experience, students could use the Considerations for Evaluating a Fitness Centre (see previous page). In addition, encourage students to consider the risk factors identified in the applicable Physical Activity Safety Checklists provided in Appendix E of OUT- of-Class Safety Handbook (Manitoba Education, Citizenship and Youth). Teachers may choose to invite a fitness program expert to the class to give students an opportunity to try some of the fitness centre offerings (e.g., Pilates, core training, yoga).