|Order ID# 45178248544XXTG457||Plagiarism Level: 0-0.5%||Writer Classification: PhD competent|
|Style: APA/MLA/Harvard/Chicago||Delivery: Minimum 3 Hours||Revision: Permitted|
|Sources: 4-6||Course Level: Masters/University College||Guarantee Status: 96-99%|
Topic: No topic
M7D1: The World Around Us
An active discussion is the key to an interesting and engaging online course. Time goes quickly, so post early! Check back often to see what others have posted and to respond. While the first question is reflective in nature, as you progress, you will need to meaningfully apply the readings. Remember to credit any sources you use!
Let’s start with a reflective question based on your experiences, prior learning, and/or opinion. It is often said that children and seniors are among the most vulnerable members of our society, particularly when we talk about health outcomes. This week we will discuss the experiences of children, adolescents, and seniors with physical activity.
Think about one of these three groups. Do you feel that people in this group are getting enough physical activity? Where do you think they are getting their exercise?
Please explain, and feel free to share examples from what you see in your own community. Now applying what you’ve learned from the readings, let’s go through the rest of the discussion together, one question at a time. I will guide us through. We know from our readings that children spend much time at school engaged in sedentary educational activities.
Based on what you’ve learned in this week’s assigned course materials, what are the impacts of this trend? What is one thing that schools, communities, and/or families can do to improve physical activity?
As you discuss this question, incorporate the principles of self-efficacy, the ecological determinants from your readings, and any other factors you find important. For our second readings-application question, let’s turn to what we have learned about older adults and physical activity.
What is one thing that communities and/or families can do to improve physical activity? As you discuss this question, again incorporate the principles of self-efficacy, the ecological determinants from your readings, and any other factors you find important.
Note: As you discuss these two questions together, please consider sharing real-life examples of a child, adolescent, or an older adult (age 60+) that you know. (Remember to protect people’s identities.)
This will bring the conversation from the “theoretical” to real world applications. Discussion points you might consider include: What health issues are they facing? Where are they in terms of self-efficacy?
What do their ecological determinants look like in relation to being physically active? What steps are they taking to work towards a physically active lifestyle? (If you feel this person is not taking steps, what do you see as the obstacles?)
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors.
When you are ready to make your initial post, click on “Reply.” Then copy/paste the text into the message field, and click “Post Reply.” To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post. Evaluation This discussion will be graded using a rubric. Please review this rubric prior to beginning the discussion.
You can view the rubric on the Course Rubrics page within the Start Here module. All discussions combined are worth 30% of your final course grade. Completion of this discussion assesses the following outcomes:
MO1: Analyze ecological determinants relating to exercise participation using a lifespan perspective. (CO5) MO2: Apply self-efficacy theory to design a physical fitness program based on motor and cognitive functions associated with stage of life. (CO1, CO5)
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
The background and/or significance are missing. No search history information is provided.
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
|You Can Also Place the Order at www.perfectacademic.com/orders/ordernow or www.crucialessay.com/orders/ordernow