Physical activity and health in class notes.docx

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Department
Nutrition and Food
Course
FNA 100
Professor
Any Teacher
Semester
Fall

Description
Table of Contents MODULE 1: UNDERSTANDING PHYSICAL ACTIVITY AND HEALTH CONCEPTS 1 W EEK1: 2 W EEK2: 2 MODULE 2: THE EPIDEMIOLOGY OF PHYSICAL ACTIVITY 2 MODULE 3: UNDERSTANDING THE RESEARCH OF PHYSICAL ACTIVITY AND HEALTH RELATIONSHIPS 3 W EEK3: 3 W EEK4: 7 MODULE 4: PHYSICAL ACTIVITY AND HEALTH OUTCOMES: 7 10 WEEK 9: MID-TERM QUIZ 10 MODULE 5: PHYSICAL ACTIVITY AND BODY WEIGHT 10 W EEK10: 10 W EEK11: 10 MODULE 6: PROMOTION OF PHYSICAL ACTIVITY 11 W EEK12: 11 11 W EEK13: 11 11 LOOK AT PSYCHOLOGICAL MEDIATORS, BRING IT BACK TO BROADER LITERATURE12 - LOOK AT REFRENCING 12 - FOR THE PRESENTATION AND PAPER, SITE YOUR WORK 12 - APA STYLE REFERENCING  BIBME.ORG 12 - REMEMBER SOURCING 12 Module 1: Understanding physical activity and health concepts This module will include the following topics:  The evolving concept of active living and physical activity: examination of the origins and overlap regarding ―active living‖, ―physical activity‖, ―exercise‖, ―fitness‖ and ―lifestyle‖.  The evolving concept of health and its links to physical activity.  Health definition and determinants. Week 1: Caspersen, C. J., Powell, K. E., & Christenson, G. M. (1985). Physical activity, Exercise, and physical fitness: Definitions and distinctions for health-related research. Public Health Reports, 100(2), 126-131. Retrieved September 8, 2013, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1424733/ Centres for Disease Control and Prevention (2011). Physical activity: Glossary of terms. Retrieved September 8, 2013, http://www.cdc.gov/physicalactivity/everyone/glossary/index.html International Physical Activity Questionnaire. (2005). Guidelines for Data Processing and Analysis of the International Physical Activity Questionnaire (IPAQ). Retrieved September 08, 2013, http://www.ipaq.ki.se/scoring.pdf The Canadian Society for Exercise Physiology (2013). Canadian physical activity guidelines and Canadian Sedentary Behaviour Guidelines. Retrieved September 8, 2013, http://www.csep.ca/english/view.asp?x=804 Week 2: Frankish, C. J., Milligan, C. D., & Reid, C. (1998). A Review of Relationships Between Active Living and Determinants of Health. Social Science and Medicine, 47(3), 287- 301. US Department of Health and Human Services. Physical activity and health: A report of the Surgeon General. Atlanta, Georgia: US Department of Health and Human Services, Public Health Service, CDC, National Center for Chronic Disease Prevention and Health Promotion, 1996. (Chapter 2). Retrieved September 8, 2013, http://www.cdc.gov/nccdphp/sgr/pdf/chap2.pdf Module 2: The epidemiology of physical activity This module will include the following topics:  International and Canadian physical activity patterns  Current statistical data of trends, accessibility, and attitudes towards physical activity in Canada?  What do we know about physical activity and its relationship with age and gender? Module 3: Understanding the research of physical activity and health relationships Week 3: Bauman, A., Bull, F., Chey, T., Craig, C. L., Ainsworth, B. E., Sallis, J. F., et al. (2009). The International Prevalence Study on Physical Activity: results from 20 countries. International Journal of Behavioral Nutrition and Physical activity, 6(21), doi:10.1186/1479-5868-6-21. Retrieved September 8, 2013, http://www.ijbnpa.org/content/6/1/21 Bryan, S. N., & Katzmarzyk, P. T. (2009). Are Canadians meeting the guidelines for moderate and vigorous leisure-time physical activity? Applied Physiology, Nutrition, and Metabolism, 34(4), 707-715. Retrieved September 8, 2013, http://www.nrcresearchpress.com/doi/abs/10.1139/H09-060#.Ui2yH2TF2fs Colley, R. C., Garriguet, D., Janssen, I., Craig, C. L., Clarke, J., & Tremblay, M. S. (2011). Physical activity of Canadian adults: Accelerometer results from the 2007 to 2009 Canadian Health Measures Survey. Retrieved September 8, 2013 http://www.phecanada.ca/sites/default/files/current_research_pdf/01-20- 11/Physical_acitivity_of_Canadian_children_and_youth.pdf This module will include the following topics:  Measuring physical activity.  From research to guidelines.  Evaluating physical activity programs. NOTES: - Canadian Youth paper o How do we think about physical activity and youth o Why is it important to think about how active kids are in Canada vs US and UK  Whats the purpose of this paper  Measure levels physical activity vs sedentary hours in Canadian youth o Talks about the effects on health  Obesity o Determine if the data was properly recorded  self recorded data o Age range= 6-19 o Levels of physical activity  Strengths and limitations  Large sample size  More accurate measuring tools   Devices cannot measure activities that don’t include step-work o Swimming  Don’t measure added energy  What does it add to the knowledge  Boys and girls are sedentary about 8.5 hours a day.  About 7% of Canadian children and youth accumulate at least 60 minutes of moderate-to- vigorous physical activity (MVPA) at least 6 days a week.  On average, boys engage in an hour of MVPA per day, and girls, three- quarters of an hour.  Intensity measurement and spread  Canadian children are less active then American  What is novel about it  More of the activity was concentrated into one day rather then spread  There is immense difference between boys and girls 1) US, UK, Can comparison – Why? 2) Genuine comparison 3) Where do we need to focus our efforts - we do not know sample sizes for the US or UK o there is a higher population in both places - in the USA, sports are a bigger deal compared to in Canada - its only for certain age groups o USA= better weather  Longer days  Shorter  US is required to work o UK = RAIN  longer school days  VERY focused on academics  can apply to grad school right out of high school  Ideas that sports are for men - Genuine comparison o They used the same method of measurements  Accelerometers  Belt loop  Worn for 7 days –  -> 3 week days, one weekend day (CAN)  is not a gen. comparison o there were different age ranges  9-11 in US, 9-15 in UK, 6-19 in CAD  how many kids were involved in the study?  We don’t know for US and UK o CAD = about 1600 ish kids  We don’t know where they were from  We cannot compare US to UK and yet, this comparison almost blatantly says this  o We should focus our efforts in:  More research  Better planning - obesity is NOT only caused by lack of physical activity o its sometimes very difficult to remember physical activity - look at the analysis that we did in an hour FOR THE QUIZ  THIS IS THE LEVEL OF ANALYSIS WE SHOULD THINK ABOUT DO THE SAME THING FOR THE SECOND PAPER! Address the questions: - purpose o compare the physical activity in 20 different countries  using the IPAC method  is IPAQ useful - strengths o uses globalized/standard measurements o in all countries, used same age group and timeline o large sample size - limitations o how were the levels defined o was the wording different o translation issues o we don’t know the percent of population o distribution of age o recall bias (people tend to inflate)  impress investigators  there were three methods o telephone, interview, self-report - novelty o it has not been done before to such an extent o walking is a preferred acti - where do we compare? - Is it genuine comparison….. blah o Can we do something international ? - we were in the top 5 for physically prevalent o it is a genuine comparison if you were to compare CAD to SPA - explain why using IPAq is good / bad Week 4: Janz, K. F. (2006). Physical activity in epidemiology: Moving from questionnaire to objective measurement. British Journal of Sports Medicine, 40, 191-192. Retrieved September 08, 2013, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2492010/ Katzmarzyk, P. T., & Tremblay, M.S. (2007). Limitations of Canada’s physical activity data: Implications for monitoring trends. Applied Physiology, Nutrition, and Metabolism, S32: 185-194. Retrieved September 08, 2013, http://www.nrcresearchpress.com/doi/pdf/10.1139/H07-113 Tudor-Locke, C. E., & Myers, A. M. (2001). Challenges and Opportunities for Measuring Physical Activity in Sedentary Adults. Sports Medicine, 31(2), 91-100. Centre for Disease Control and Prevention. US Department of Health and Human Services. Physical Activity Evaluation Handbook. Atlanta, GA. US Department of Health and Human Services, 2002. Retrieved Aug 20, 2008, http://www.cdc.gov/nccdphp/dnpa/physical/handbook/pdf/handbook.pdf Module 4: Physical activity and health outcomes: This module will include the following topics:  Burden of physical inactivity in Canada.  Barriers to physical activity.  Benefits of physical activity.  Physical activity and chronic illness prevention and management. - TVO  Documentary on the meter o What is a meter?  Why would other nations start to adopt it? They had to reconstruct the meter, how fast time travels… the point of this is hat measurement is very laced  How measurement of physical activity should be taken into consideration  socio economic, gender, age… Subjective measurement Objective measurement (INDIRECT) (DIRECT) Definition - based on personal - based on facts and not feelings and perspective biased Provide - estimating - number of steps  there are a lot of - velocity factos that go into - intensity
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