Psychological Association

you will reflect on the main points “highlights” of the readings and the activities. Ask yourself: “What have I learned in this unit?” “Why is this important?”, “What does this new knowledge mean to me?”, “How will this knowledge help me in future?” “Why are these concepts important?” You may wish to discuss your answers to these questions online with others in your class before writing your reflection. Set 3 is very similar but is required to be a little longer as it covers an additional unit. Set 3 should consist of 5-6 pages. Every reflection set should contain a citations and reference page following the style of the American Psychological Association (APA) style 6th edition. The library quiz will give you some guidance about APA style and some of the basics.  For Set 3, you will include at least 3 references from Units 6-8 and at least 2 additional references that are not included in the course. One of the additional references MUST be an academic article but the other(s) may be from any other resource. Remember this is a reflection rather than a simple summary so ensure that your writing demonstrates how this unit is applicable to your life. Do not be afraid to offer critique where applicable. You should avoid the presentation of quotes from the reading material unless absolutely critical to illustrate a particular point. This should not be a copy of the text, but rather your personal account of the theoretical material as it relates to your own context. You are not limited to reflecting on the course material alone and are encouraged to include material beyond the course readings and activities. Events from your own experience and insights gained from discussion forum conversations are also encouraged. Readings for Unit 6 Recommendations of Physical Activity + Physical Activity Guidelines Warburton, D.E.R., Nicol, C.W., & Bredin, S.S.D. (2006). Health benefits of physical activity: the evidence. Canadian Medical Association Journal, 174(6), 801-809. (yes-this is a second look at this article but please concentrate on answering the question “How much physical activity is enough?” using pages 805 & 806) Available at the University of Manitoba library electronic collection If the link above doesn’t work, try this: Haskell, W., Lee, I., Pate, R., Powell, K., Blair, S. et al. (2007). Physical Activity and Public Health. Updated recommendations for adults from the American College of Sports Medicine and the American Heart Association. Circulation, 116, (9),1081-1093. Available at the University of Manitoba Library electronic collection Canadian Physical Activity and Sedentary Behaviour Guidelines for Children 0-4 years, 5-11 years, Youth 12-17 years, Adults 18-64 years, and Older Adults 65 years and older (2017) Available at: CSEP Guidelines Handbook (pages 1-12) Reading for unit 7 The use of Theory/Models to understand and promote Physical Activity Fitzgerald, N. & Spaccarotella, K. (2009). Barriers to a healthy lifestyle: From individuals to public policy – An Ecological Perspective. Journal of Extension, 47(1), 1-8. Available at: Lox, C.L., Martin, K.A., & Petruzello, S.J. (2010). Theories and Models of Exercise Behavior I. Social Cognitive Approaches. In: The Psychology of Exercise: Integrating Theory and Practice. Scottsdale, AZ: Holcomb Hathaway, Publishers. p. 50 -56. Available in the readings pack Mack, D.E., Sabiston, C.M., McDonough, M.H., Wilson, P. & Paskevich, D.M. (2011). Motivation and Behavioural Change. In; R.E. Crocker (Ed.) Sport and Exercise Psychology: A Canadian Perspective. Toronto, ON: Pearson Canada. p 83-88. Available in the readings pack Plotnikoff, R.C., Lubans, D.R., Costigan, S.A., Spence, J.C., Downs, S., & McCargar, L. (2011). A test of the theory of planned behaviour to explain physical activity in a large population sample of adolescents from Alberta, Canada. Journal of Adolescent Health, 49(5), 547-549. Available at the University of Manitoba Library electronic collection Dallow, C.B. & Anderson, J. (2003). Using self-efficacy and transtheoretical model to develop a physical activity intervention for obese women. American Journal of Health Promotion, 17(6), 373-381. Click here to access: Dallow (PDF) Readings for unit 8 Interventions to Promote-increase Physical Activity Week 12 – (Individual and Social Approaches) Lox, C.L., Martin, K.A., & Petruzello, S.J. (2010). Physical Activity Interventions. In: The Psychology of Exercise: Integrating Theory and Practice. Scottsdale, AZ: Holcomb Hathaway, Publishers. Available in the readings pack Week 13 – (Group and Macro levels)  Workplace physical activity. The Research File. Canadian Fitness and Lifestyle Research Institute. Issue 5, 05/2009. Available at: If the link above doesn’t work, use this to download: The influence of after-school programs on children’s physical activity levels in ‘Active pursuits after school’ The Research File. Canadian Fitness and Lifestyle Research Institute. Bulletin 3, 2018. Access by clicking this Levine, J. A. & Miller, J.M. (2007). The energy expenditure of using a “walk-and work” desk for office workers with obesity. British Journal of Sports Medicine, 41, 558-561. Available at the University of Manitoba Library electronic collection Don’t let this be the most physical activity our kids get after school. Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth. (2014). Available at: AHKC_2014_ReportCard_Short_ENG.pdf >> Download the short form report card. World Health Organization. (2006). Promoting physical activity and active living in urban environments. The role of local governments. p. 19-32. [edit Nov 2020: pages refer to the page #s of the book, not the pdf viewer. Start at the bottom of pg. 19 and go all the way to pg 32] Available at: Non Communicable Disease Prevention: Investments that Work for Physical Activity. The Toronto Charter for Physical Activity: A Global Call to Action. (2011) Available at: Investments that work for Physical Activity.pdf

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