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 Physical Education, Recreation and Health Fall Behavior Change Wellness Essay Assignment

 Physical Education, Recreation and Health Fall Behavior Change Wellness Essay Assignment

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Kean University School of Physical Education, Recreation and Health Fall 2022 (Sept 1– Dec 20, 2022) Course Title: Course Number and Section: Course Meeting Days/Times: Course Meeting Location: Professor’s Name: Department Office: Office Hours: Kean Email: COURSE INFORMATION Wellness HED 3515-03 Wednesday • 4:30 p.m. – 7:15 p.m. and online Hennings 116/Online Jonathan T. Moss, Ed.D. Hennings Hall 434 (mailboxes are also located in this office) By appointment only jomoss@kean.edu COURSE DESCRIPTION This course will introduce current concepts and practices of wellness (a mind-set that personifies a positive approach to health and fitness) as a lifestyle. This course will introduce the multifaceted topics of health, wellness and personal fitness with a special focus on lifestyle behaviors. We will further explore health behaviors through various self-assessment tolls and health-related fitness tests. Finally, we will examine selected special populations and the modifications that must be made to traditional approaches to health and wellness in order to accommodate the special populations. CLASS STUDENT LEARNING OUTCOMES At the completion of the course students will demonstrate the ability: General Course Objectives: 1. To introduce the concepts of health, wellness and personal fitness. 2. To explore the different dimensions of wellness. 3. To identify health issues facing various segments of the population with special emphasis on emotional and physical well-being. 4. To explore methods of self-assessment and produce effective strategies that promote optimal health and well-being. 5. To explore various health and fitness improvement methods for those suffering from chronic conditions and disease. Learning Outcomes: 1. Students will demonstrate an understanding of the positive and negative impact health behaviors have on various dimensions of wellness. 2. Students will demonstrate an understanding as to the behaviors that are a part of a fit and well lifestyle. 3. Students will explore the relationship between exercise and how it can improve the physical and emotional well-being of those diagnosed with cardiovascular disease, cancer, and other various diagnoses. 4. Students will demonstrate their ability to perform critical thinking and analysis activities while investigating and discussing existing scientific literature surrounding the current issues in health. 5. Students will demonstrate a thorough understanding of the current literature surrounding the issues of stress, cardiovascular health, cancer, substance use and abuse, and sexually transmitted disease. Wellness • HED 3505.01 Wednesdays • 4:30 p.m. – 7:15 p.m. Page 1 of 10 Jonathan T. Moss Ed.D Fall • 2022 6. Students will investigate existing productive programming addressing the current health issues, and using a mixture of diverse assessments and current literature; develop evidence-based prescriptions to promote and wellness in various unique populations INSTRUCTIONAL METHODS This course is taught using a variety of instructional approaches including lecture, class discussions, small group work, and electronic discussions (via email, Blackboard and/or other platforms). REQUIRED TEXTBOOK REQUIRED DIGITAL PRODUCT – Total Fitness and Wellness Plus Mastering Health with Pearson eText — Access Card Package (8th Edition) by, Powers TOPICS AND REQUIRED READING ASSIGNMENTS This is a tentative schedule and can be adapted as necessary. DUE… WEEK THEME WEEK 1 9/7 Introduction and course orientation/Introduction to Health Change WEEK 2 9/14 Managing Stress WEEK 3 9/21 GUEST LECTURE ONLINE Psychological and Spiritual Well Being/Mental Health/Addiction WEEK 4 9/28 Taking Care of Your Mind/Mental Health WEEK 5 10/5 Exam 1-Online WEEK 6 10/12 Pearson Chapter 1 and 2 Contraception WEEK 8 10/26 Reproductive Choices Sexually Transmitted Diseases Wellness • HED 3505.01 Wednesdays • 4:30 p.m. – 7:15 p.m. Pearson Chapter 7 Pearson Chapter 8 and 9 Personal Sexuality WEEK 7 10/19 Pearson Chapter 11 Pearson Chapter 14 Work on Relationship Assessment Page 2 of 10 Jonathan T. Moss Ed.D Fall • 2022 WEEK 9 11/2 Relationships WEEK 10 11/9 Exam #2-Online WEEK 11 11/16 WEEK 12 11/23 WEEK 13 11/30 WEEK 14 12/7 Relationship Assessment Due Alcohol World’s most dangerous drug assignmentOnline Pearson Chapter 15 Alcohol/ DRUG MISUSE-Hand in Behavior Change Project EXAM 3 DRUG MISUSE Exam 3 Wellness • HED 3505.01 Wednesdays • 4:30 p.m. – 7:15 p.m. Page 3 of 10 Jonathan T. Moss Ed.D Fall • 2022 Overview of Course Imbedded Assessments Used to Evaluate Student Learning on Course Student Learning Outcomes- All Assessment Details are Explained Below. GRADING BREAKDOWN Exam 1 Exam 2 Exam 3 Behavior Change Assessment Relationship Assessment Pearson Work 20% 20% 20% 10% 10% 20% ATTENDANCE POLICY ATTENDANCE POLICY Attendance is required. In-class activities and discussions are an integral part of the learning process. Missing more than 1 class will result in a full-grade deduction on your final grade. Students missing 3 or more classes will automatically fail the course. Missing the first class counts as an absence. No matter what the reason, an absence is an absence. Use them wisely. ▪ Exams Exams: There will be 3 exams held throughout the semester. The final one is not cumulative. Test content will be taken from both the textbook and lectures. Wellness • HED 3505.01 Wednesdays • 4:30 p.m. – 7:15 p.m. Page 4 of 10 Jonathan T. Moss Ed.D Fall • 2022 COURSE POLICIES RESTRICTED USE OF ELECTRONIC DEVICES ▪ ▪ Any electronic device must be silenced and stored away during class – this includes laptops. Please do not look at anything on your electronic device, including reading, writing or responding to a text message during class time. If the text message is more important than the class, then leave the class. The only exception will be if the class is participating in a group activity that involves their phone. One point will be taken from students’ final grade every time the professor sees them using an electronic device during class time. The professor does not have to remind you of this policy in order to deduct points from your final grade. If the professor has to ask you more than once to put your electronic device away during the semester, you will be asked to leave the class and be marked absent. RESERVED RIGHTS ▪ ▪ The instructor reserves all copyright and ownership rights to the course syllabus and component elements of this course. Professional note-takers or their agents will only be allowed if required documentation for such need is provided for a specific student. The use of any recording technology of class lectures are expressly forbidden (accommodations are available if documentation is provided). The lecture material in HED 3400 is copyrighted. It is prohibited to photograph the PowerPoint presentations. Reproduction of class notes/handouts for commercial purposes is also prohibited. UNIVERSITY POLICIES ▪ ▪ ▪ ▪ ▪ ▪ UNIVERSITY ACADEMIC INTEGRITY POLICY Students are responsible to review and understand the contents of the University Academic Integrity Policy (available at www.kean.edu/sites/default/files/u8/AcademicIntegrityPolicy.pdf or at the Center for Academic Success). Any student caught cheating during any assessment will be asked to leave, given a zero for that assessment, 5 points deducted for the absence and the appropriate staff will be contacted. Cheating can lead to a permanent mark on your transcript. STUDENT CODE OF CONDUCT Students should review the Student Code of Conduct, as it discusses expectations of appropriate conduct in the classroom (www.kean.edu/KU/Code-of-Conduct). Any student whose behavior is inappropriate or destructive to the learning environment will be asked to leave the class. For example, there is NO class session that is meant for you to study for another class, respond to a text message, take a nap, etc. You will be asked to leave class, marked absent and 5 points will be deducted from your final grade – no exemptions. CAMPUS ALERT Students are strongly encouraged to register for Kean University’s emergency notification system (www.kean.edu/campusalert) in order to be informed of campus emergencies, weather notices and other announcements. VALID KEAN EMAIL ACCOUNT All students must have a valid Kean email account. The professor will only respond to emails received from your Kean email address. The professor will communicate only through email when we are not in class. When sending the professor an email, please include the course number and section in the subject line. Please include your full name in the text – it is not always clear by the email address what student has sent the email message. Please use proper grammar and spelling in all your email messages. For those who do not already have a Kean email account, forms are available at www.kean.edu/offices/ocis/forms (click on Email Account Request Form). AMERICAN WITH DISABILITIES & NON-DISCRIMINATION STATEMENT Kean University is an affirmative action, equal opportunity institution. Students with documented disabilities who may need special instructional accommodations or who may need special arrangements in the event of an evacuation should notify the instructor as soon as possible, no later than the second week of the term. Students may contact the Office of Disability in Downs Hall, Room 127 or call (908) 737-4910 to discuss special needs. Kean University is an affirmative action, equal opportunity institution. Wellness • HED 3505.01 Wednesdays • 4:30 p.m. – 7:15 p.m. Page 5 of 10 Jonathan T. Moss Ed.D Fall • 2022 ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ TITLE X Title X of the Education Amendments of 1972 (Title IX) prohibit discrimination on the basis of sex in education programs or activities. Sexual harassment in any form will not be tolerated at Kean University. Sexual harassment by students should be reported immediately to the Office of Affirmative Action Programs, Office of the Vice President for Student Affairs or the Office of Community Standards and Student Conduct. The University’s Sexual Misconduct Policy may be found at www.kean.edu/policies/sexual-misconduct-policy. ADDITIONAL COURSE RECOMMENDATIONS & EXPECTATIONS CONFIDENTIALITY – Due to the focus of this course, students may share personal experiences. This information is intended only for our class and should not be repeated outside of class. Take care of yourself! There may be topics that you may find disturbing, emotionally draining, etc. You are the only one who knows what you need to balance your emotional state. Walk out, look down during a specific scene or PPT slide that you think will be too graphic for you, go drink some water, etc. to help you. Many different views may be shared during class discussions, so remember to keep an OPEN MIND. Videos/movies, group activities, class discussions, etc. are meant to increase your knowledge or understanding on a particular topic, NOT a time to study for another class, respond to a text, take a nap, etc. You will be asked to leave class, you will be marked absent and 5 points will be deducted from your final grade – no exemptions. Students whose names do not appear on the roster the first day of class or who cannot show proof of registration cannot be permitted to remain in class. You are not allowed to bring any friends or family members to any class. Each class is meant to critically challenge everyone’s thinking about women’s and girls’ health present in various communities around the world. A person who believes this class is an “easy A” is not a good candidate for this class. Wellness • HED 3505.01 Wednesdays • 4:30 p.m. – 7:15 p.m. Page 6 of 10 Jonathan T. Moss Ed.D Fall • 2022 LETTER GRADE CORRESPONDING WITH QUIZ, EXAM/PRESENTATION OR FINAL SCORES Final Grades A = 100-95 A- = 94-90 B+ = 89-86 B = 85 B- = 84-80 C+ = 79-76 C = 75-70 D = 69-60 F = 59 & below RECEIVING GRADED ASSESSMENTS IN A TIMELY MANNER ~ Faculty are expected to provide students with timely feedback on their course performance. No more than one week should pass in providing grades for quizzes and exams and no more than two weeks should pass in providing grades for presentations or papers. ~ Students are expected to recognize when they are experiencing academic difficulties and seek appropriate guidance and support from resources available on campus. Faculty will also be available upon request to consult with individual students. It is the student’s responsibility to study for each quiz/exam and come prepared to take them. It is expected that each student will create their own presentation and write their own paper(s). There will NOT be any opportunity to retake any assessment or for extra credit. You will be able to review all your assessments to see what you missed, but you will not be allowed to keep them (you can keep your graded rubrics, though). Please do not take a photo of the quizzes, exams or PPT slides. Wellness • HED 3505.01 Wednesdays • 4:30 p.m. – 7:15 p.m. Page 7 of 10 Jonathan T. Moss Ed.D Fall • 2022 ASSESSMENT: Intimate Relationships INSTRUCTIONS SUBMISSION GUIDELINES Step 1: • Please Google a relationship topic that you find interesting. From this search, please select one article that you find intriguing. Step 2: Based on the resource you choose, provide the following information in a well written response: • Describe the resource that you chose, list the name of the resource, the type of resource (article, video, or podcast) and provide a brief written summary of the information presented in the resource. Include the URL of the resource so that your instructor may access it. • Discuss why you choose this particular resource. Discuss the way/s in which this information relates to your current life. • Describe how you might use the information presented in this resource to make healthy, positive changes in your life. Discuss how this information might make a difference in your ability to negotiate a successful and healthy intimate relationship. Submit to Professor Moss on the above due date. Your 1-page response must be double-spaced, Times New Roman, 12 font, and 1 inch margins. Wellness • HED 3505.01 Wednesdays • 4:30 p.m. – 7:15 p.m. Page 8 of 10 Jonathan T. Moss Ed.D Fall • 2022 BEHAVIOR CHANGE PROJECT PURPOSE • • • INSTRUCTIONS Complete this Step during Weeks 2 and 3 of class. Complete this Step during Week 4 of class. To use a six-step process to develop, implement, and evaluate a personal behavior change plan. To identify barriers to your own well-being. To explain how your personal well-being is impacted by and interacts with the many aspects of your environment. This project is done in six steps and will take you approximately three months to complete. Step 1: Assess your current health and take the RealAge Test RealAge (www.realage.com) is a website developed by Dr. Mehmet Oz and Dr. Michael Roizen to help you determine if there is a difference between your chronological age (your actual age measured in years) and your biological age (the physiological age of your body, or your “RealAge”). This is done by completing a comprehensive online assessment of your lifestyle and current state of health. Here is how you do it: 1. Go to www.realage.com (Make sure to set aside at least 30 minutes for the test.) 2. Once at the website, click the menu item that says “RealAge test” 3. Next, enter your email address and create a password that you will remember. 4. Next, complete the information on the “RealAge Registration” page. • Note: if your birth year does not appear in the drop down menu, speak with your instructor before continuing with this assignment. 5. Next, the website will ask if you would like to become a RealAge Member. In order to do this assignment, you do not need to become a RealAge member. 6. Next, starting with the “My Health History” page, begin filling out your RealAge profile. Read the instructions carefully as you are directed to answer questions about your health, feelings, diet and fitness. • If you are ever uncertain about the answer to a question and “I don’t know” or “not applicable” are not given as options, read the hints next to the question to guesstimate the best answer for you. • When you are finished answering the questions, it will ask you if you want to send the test to your family and friends. You may choose to “skip this step”. 7. After completing the test, your RealAge will be displayed. 8. You should then click “View and Print Full Plan” located above your RealAge. 9. Your personalized RealAge Plan will list all of the things that you are doing which benefit your health and all of the behaviors that have a negative effect on your health. 10. After thoroughly reading the report, create a typewritten list of ALL of the negative behaviors indicated in your plan and rank them (with #1 being the behavior that you want to change the most). Step 2: Set goals and identify rewards Based on the ranked list that you created in Step 1 choose one behavior that you would like to change. Write a 2-page description of that behavior as it relates to your current life. Include the following information: • Your reasons for selecting this particular behavior to change. • A description of the behavior and how it impacts you on a daily basis. Wellness • HED 3505.01 Wednesdays • 4:30 p.m. – 7:15 p.m. Page 9 of 10 Jonathan T. Moss Ed.D Fall • 2022 • • • • Complete this Step during Week 5 of class. Complete this Step during Week 6 of class. Complete this Step during Weeks 710 of class. Complete this Step during Weeks 11 and 12 of class. Submit at the final exam! The reasons why you have not changed this behavior in the past. The reasons why changing this behavior might be difficult for you. A vision of what your life would be like once you have changed your behavior. A behavior change goal, a goal date by which to change the behavior, and a reward that you will provide to yourself when you meet your goal. Step 3: Assess your current behavior Before you begin to make any changes, keep a diary about that behavior. In your diary: • Record every occasion when you engage in this behavior (time, place, surrounding events, people you are with, triggers for the behavior, your mood, etc…) • Keep this diary for at least 5 days. Each entry should be between 200-300 words. Step 4: Redefine your goal and develop an action plan After completing Step 3, use the information contained in your diary to identify potential challenges you may face when you attempt to change you behavior. Reassess if you can reach the goal in the amount of time you indicated in Step 2. Adjust your goal or change your time frame if necessary. Develop a plan to enable you to reach your goal. Write a 2page behavior change plan listing specifically: • Your revised goals and timeframe. • How you propose to change your behavior. List and explain the specific steps you will take to begin the behavior change process (i.e. what specific changes will you make in your life?) • List and discuss multiple ways that you will deal with temptation and failure during the behavior change process. Step 5: Implement your behavior change plan Put your plan into action. Keep a diary of your “plan in action” for at least five days. Each entry into your diary should be between 200-300 words and include the date and the time it is written. In your diary, you should list and discuss your success, failures, temptations, triggers, new habits, people who are supporting you (or not supporting you), ideas for continued success, personal thoughts/ideas/emotions/struggles. Step 6: Evaluate your progress Near the end of the semester, you must evaluate your plan, even if you are not yet done. Write a 2-page summary of where you are at in terms of changing your behavior? • Did you reach your goal? How does that make you feel? What differences do you notice in your life? Will you will be able to maintain the change? • Is your plan still ongoing? For how much longer will your behavior change process last? What changes in your life/health have you noticed thus far? • Did you not reach your goal? Why didn’t you fully meet your behavior change goal? What could you do differently next time to ensure success? • Discuss in detail your plans/hopes for the future as they relate to this specific behavior. Wellness • HED 3505.01 Wednesdays • 4:30 p.m. – 7:15 p.m. Page 10 of 10 Jonathan T. Moss Ed.D Fall • 2022

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:  Physical Education, Recreation and Health Fall Behavior Change Wellness Essay Assignment

 Physical Education, Recreation and Health Fall Behavior Change Wellness Essay Assignment

Physical Education, Recreation and Health Fall Behavior Change Wellness Essay Assignment

      1. Information 5 3 2 0
        Cover Page Given in proper APA formatting Issues with spacing or missing information Issues with spacing and missing information APA formatting is not followed.
        Abstract Between 150 – 250 words Contains slightly more or less than required range. (+/- 10 Words) Contains more or less than range allowed Did not include an abstract
        Introduction Expanded on all points from the outline Expand on most points Expanded on some points Restated listed points on outline
        Thesis Statement Has a clear thesis statement in introduction Thesis statement either has errors and/or is not in the introduction Thesis statement is not in proper format No thesis statement present in the paper and/or is not in the introduction
        Body Contains proper information to back up the respective main point of the thesis statement Contains some information to back up the respective main point of the thesis statement but could use more Contains very little information to back up the respective main point of the thesis statement Contents goes off topic of what the thesis statement is discussing
        Conclusion Restates the thesis statement and wraps up the paper. Restates the thesis statement and/or wraps up the paper but with some loose ends Does not restate the thesis statement and/or has lots of loose ends in the paper Contains new information in the conclusion and/or does not summarize the paper
        Person Contains no First or Second person perspective Has an instance of First or Second person perspective  






        Contains more than one instance of First or Second Person perspective
        Max: 35


        Student Earned:





        Structure 10 5 3 0
        Formatting Paper follows all guidelines as stated in the syllabus, Paper is in full APA formatting Contains 1-2 Errors Contains 3-5 Errors Did not proofread or Edit paper
        Mechanics & Grammar No errors 3-5 Errors 6-8 Errors Did not edit or proofread.
        Max 20 Student Earned:
        APA Style 15 10 5 0
        Paper Length 5-7 Pages not including Cover page, Abstract, References, etc. 4 pages not including CP, Abs, and Ref 3 pages not including CP, Abs, and Ref 2 or less pages of content OR contains more than 8 Pages
        Reference No errors Has few to little errors Has many errors Not in APA Format, contains less than 7 references, or has any amount of references older than 10 years
        In-text Citations No errors Has few to little errors Has many errors Not in APA Format or missing two or more in-text citations
        Max 45 Student Earned:
        Totals from Each Section:
        Section 1: Section 2: Section 3: Final Grade:

        uNotice: Each day that the assignment is late there is a 5 point reduction on the overall grade.

        uWhen error is stated it is in reference to the instances of the error not the type of error.  Example: In-text citation for multiple authors occurs for two of the references that counts as two errors not one.

        uAny mention of the paper within the paper will result in a FIVE (5) point deduction per instance. Example: “In this paper…; In conclusion….; In summary…; In this essay….;

        Also Read:  Benefits of Using ICD10 Coding System Discussion


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