Physical Activity and Health Programmes

Objectives

The subject will highlight the preventive and therapeutic value of the regular practice of physical activity. Skills will be developed to enable CAFE students to plan physical activity programs to improve the health and well-being of healthy and/or sedentary people. The subject pursues the following objectives:

1. Know the relationship between sedentary lifestyle, physical inactivity and health
2. Know the roles of GCAFE in the area of Physical Activity and Health
3. Know the characteristics of the different healthy physical activity programs.
4. Learn about healthy physical activity recommendations for children, teenagers, adults and the elderly.
5. Learn how to create individualized physical activity and exercise programs to improve people's health.
6. Know the terminology of the position and know how to analyze it.

Learning outcomes

• Design, plan and evaluate different healthy physical activity programs according to different criteria. (RA2)
• It applies, identifies and selects specific instruments to measure levels of physical activity and different health parameters linked to the physical, psychological and social dimensions of people. (RA3)
• It plans, organizes and promotes physical activity at different levels and taking into account different realities. (RA4)

Skills

general

• Be able to adapt to new situations.
• Be able to solve problems and make decisions.
• Have ability for organization and planning.

Specific

• Plan, implement and assess individual physical activity programs for health throughout the life cycle and primary, secondary and tertiary prevention for boys and girls, adolescents, adults, pregnant women, the handicapped and the elderly.
• Select and apply appropriate methods, strategies, techniques and technology to improve processes and programs of physical activity for health in primary, secondary and tertiary prevention for boys and girls, adolescents, adults, pregnant women, the handicapped and the elderly.

Content

1. Relationship between Physical Activity and Public Health
   1. Definition of concepts: Physical activity, physical exercise, sport, sedentary lifestyle
   2. Role of physical activity in public health
   3. Determinants of physical activity
   4. Evolution towards a sedentary society
2. Function of the GCAFE in the area of Physical Activity and Public Health
3. Current recommendations for healthy physical activity for children and adolescents, adults and the elderly (dose-response relationship)
4. Differences between physical activity programming to improve athletic performance and physical activity programming to improve health
5. Healthy physical activity programs for healthy people
   1. Physical activity programming models for health
      1. Active lifestyle
      2. Structured physical exercise program
6. Prescription and planning of physical activity programs
   1. FITT concept
   2. Basic principles of physical activity programs
   3. Components of the preliminary report
      1. personal history
      2. Objective and subjective measures of physical activity
      3. Measurements of health parameters
      4. Cardiovascular risk stratification
      5. Ability to practice physical activity
      6. Stages of change
7. Active lifestyle programs
   1. individual
   2. community
8. Structured physical exercise program
   1. Cardiovascular endurance
   2. Muscular strength and endurance
   3. flexibility
   4. Balance and proprioception
9. Fitness tests: cardiovascular endurance, strength, flexibility and balance

Evaluation

• The evaluation of the process will be done through mandatory attendance at round table sessions, discussions, presentations, readings, tutorials... (20% of the grade)

• The evaluation of the results it will be done through the presentation of a written work at the end of the course (40% of the grade), the exposition of the work through a presentation in class with co-evaluation by classmates (10% of the grade) , the completion of two theoretical exams type test and/or short question (15% first part and 15% second part, with a total of 30% of the final grade).

Methodology

• the class sessions they will be used to expose basic theoretical content and analyze research documents (in English) related to healthy physical activity programming.
• the directed work sessions they will be used to study and analyze specific cases with the aim of transferring theoretical knowledge to real situations. Group discussions will be held on the cases presented by the students themselves, as well as oral presentations on the physical activity programs that the students will have proposed for each real case.
• the tutoring sessions they will serve to tutor and monitor individually the work that the students will have to present at the end of the year. The work will consist of planning an individualized program of healthy physical activity for a real case of their immediate environment.

Bibliography

Bibliography

• American College of Sports Medicine (ACSM) (2017). ACSM´s Guidelines for Exercise Testing and Prescription (10 ed.). Wolters Kluwer.
• Dishman, RK., Heath, GW., Lee, I-M. (2013). Physical activity epidemiology. Human Kinetics.
• Kohl, HW., Murray, TD. (2012). Foundations of physical activity and public health. Human Kinetics.
• Nyman, S., Barker, A., Haines, T., Horton, K., Musselwhite, C., Peeters, G., Victor, C., Wolff, J. (2018). The Palgrave handbook of ageing and physical activity promotion. Retrieved from http://eds.a.ebscohost.com.biblioremot.uvic.cat/eds/ebookviewer/ebook/bmxlYmtfXzE3NDM3ODFfX0FO0?sid=da3a5e59-6ca5-46bf-bb2f-84efe2aed76b@sessionmgr400
• Puig Ribera, AM., Rusiñol, J. (2018). Mou-te! La revolució de seure menys des de petits. Eumo Editorial.

Reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.