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Strive for Moderately Intense Cardio
Strive for Moderately Intense Cardio
Table of Contents
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References Strive for Moderately Intense CardioInstructions:
Strive for Moderately Intense Cardio
Prior Learning
You found that, for beneficial effect, you should strive for moderately intense cardio 30
minutes a day, five days a week, or vigorously intense cardio 20 minutes a day, 3 days a
week. In conjunction with the exercise, an exercise sequence should be considered to
minimize injury. You also found that you could measure the intensity of the exercise
by monitoring your heart rate and comparing it to your target HR zone.
Pretest
How confident are you that you can maintain a cardio-respiratory exercise? Rate your
confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.
Activity
Singh, Bennett, and Deuster (1999) indicate that there are four basic components in all
physical fitness programs to include Frequency of exercise, Intensity of the exercise,
Time spent exercising, and the Type of activity (FITT). These four elements are
intended to be incorporated into your activities to foster an overall active lifestyle,
obtain the benefits of routine exercise, reduce health issues related to inactivity, and
reduce injury.
The FITT principle applied to cardio-respiratory training suggests a Frequency of 3-7
days per week, an Intensity of 60% to 90% of maximum heart rate (Max HR), an
exercise Time of 30-60 minutes per day within your target heart rate zone, and
exercise Type as continuous, low resistance, high repetition activities Singh, Bennett,
and Deuster (1999).
Consider the FITT Principle for cardio-respiratory training recognizing the parameters
for exercise referencing Peak Performance Through Nutrition and Exercise, Chapter 5
for additional information.
Follow-up
Explain the FITT Principle for cardio-respiratory training relative to your age the
Frequency, Intensity, Time, and Type of exercise.
How confident are you that you can maintain a cardio-respiratory exercise? Rate your
confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.
Whole Task Objectives Follow-up
How might the FITT principle relate to your goals and objectives?
How might the FITT principle relate to your understanding of factors affecting your
personal development?
Toolbox FITT
7.6 Objective
Establish a goal and objectives for aerobic exercise.
Whole Task Objectives
Understand the concept of goals and objectives
Describe factors affecting your personal development.
Relevancy
So you have a sense of the structure for your cardio-respiratory exercise. But, just what
kind of exercises might be beneficial and how can a schedule be derived that meets
your lifestyle.
Everyone who has run knows that its most important value is in removing tension and allowing a release from whatever other cares the day may bring. –Jimmy Carter
Prior Learning
For beneficial effect, strive for moderately intense cardio 30 minutes a day, five days a
week, or vigorously intense cardio 20 minutes a day, 3 days a week. In conjunction
with the exercise, an exercise sequence should be considered to minimize injury. You
also found that you could measure the intensity of the exercise by monitoring your
heart rate and comparing it to your target HR zone.
Pretest
How confident are you that you can maintain a cardio-respiratory exercise? Rate your
confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.
Activity
Singh, Bennett, and Deuster (1999) suggest you use the following outline as a basis for
selecting an exercise program.
o What are your goals — Are your interests health, fitness, or performance related?
o What do you enjoy — Do you prefer team or solitary activities?
o What are your time limits — How much time you can devote?
o What gear do you need — What is your budget?
Walking is the easiest, most common, low impact exercise, but its cardio-respiratory
usefulness occurs when the intensity is high enough to increase your heart rate to 60-
75% of your max HR.
When starting a running program, combine walking and jogging. Overtime, increase
the time spent jogging and decrease the time spent walking. But, increase mileage or
pace by only 10% per week. Your exercise intensity should be between 60%-75% of
your max HR.
Swimming is a good cross-training exercise for running and other high-impact
activities and a viable alternative for people with orthopedic problems or those who
are in rehabilitation. Note that swimming 1/4 mile, or 440 meters, is the energy
equivalent to jogging 1 mile.
If appropriate, develop a specialized program to meet your needs. Meet with a
physical therapist or other resource to identify an aerobic exercise.
Use Think-Aloud Pair Problem Solving (TAPPS) collaborative groups of two to design
an aerobic workout and indicate why the selection was made. Selection may include
walking, running, swimming, or other specialized program. Note that a specialized
program may require meeting with a counselor or physical therapist.
Follow-up
Complete a sample aerobic workout using Appendix F: Aerobic Exercise. Establish
data in your journal. What key issues emerged?
How confident are you that you can identify and maintain your cardio-respiratory
exercise? Rate your confidence from 0 to 100, 0 being totally unconfident, and 100
being totally confident.
Whole Task Objectives Follow-up
How might the concept of an aerobic workout relate to goals and objectives?
How might the concept of goal and objectives for aerobic exercise relate to your
understanding of factors affecting your personal development?
Toolbox Aerobic workout schedule
References
Guidelines for healthy adults under age 65 (n.d.) In. Retrieved Feb 8, 2009,
http://www.acsm.org/AM/Template.cfm?
Section=Home_Page&TEMPLATE=/CM/HTMLDisplay.cfm&CONTENTID=7764
Physical activity and public health guidelines frequently asked questions and fact
sheet (n.d.) In. Retrieved Feb 8, 2009,
http://www.acsm.org/AM/Template.cfm?
Section=Home_Page&Template=/CM/ContentDisplay.cfm&ContentID=7762
Singh, A., Bennett, T. L., Deuster, P. A. (1999). Peak performance through nutrition and
exercise. Dept of Military and Emergency Medicine Uniformed Services University of
the Health Sciences F. Edward Hebert School of Medicine.
http://www.acsm.org/AM/Template.cfm?Section=Home_Page&Template=/CM/ContentDisplay.cfm&ContentID=7762
http://www.acsm.org/AM/Template.cfm?Section=Home_Page&Template=/CM/ContentDisplay.cfm&ContentID=7762
http://www.acsm.org/AM/Template.cfm?Section=Home_Page&TEMPLATE=/CM/HTMLDisplay.cfm&CONTENTID=7764
http://www.acsm.org/AM/Template.cfm?Section=Home_Page&TEMPLATE=/CM/HTMLDisplay.cfm&CONTENTID=7764
- Time Management
Q&A
Address any issues from prior session.
8.1 Objective
Describe the cycle of procrastination.
Whole Task Objectives
Understand the concept of goals and objectives
Describe factors affecting your personal development.
Relevancy
Wikipedia (2009) provides a practical definition of procrastination as a behavior which
is characterized by deferment of actions or tasks to a later time. For a behavior to be
classified as procrastination, it must be counterproductive, needless, and delaying
(Schraw, Wadkins, & Olafson, 2007.)
How soon ‘not now’ becomes ‘never’ –Martin Luther
Prior Learning
Recall that identifying how you are allocating your time and then performing an
optimizing process to better address your time needs can be an effective method for
reducing stress, improving time management, and setting and fulfilling classroom
goals.
Pretest
How confident are you that you are making efficient use of your time? Rate your
confidence from 0 to 100, 0 being totally unconfident, and 100 being totally confident.
Activity
The causes of procrastination may be related to issues of indecision, anxiety, low
sense of self-worth, a self-defeating mentality, and often result in lower academic
grades (Burka, 1983; Beswick, Rothblum, & Mann, 1988.) Procrastinators may have a
lower-than-normal level of conscientiousness, based on “dreams and wishes” of
perfection or achievement in contrast to a realistic appreciation of obligations and
potential (Strub, 1989.)
The procrastination cycle typically follows a circular model.
- You begin the project thought process.
- You consider all you need to do to achieve your result. You are perhaps
overwhelmed resulting in a delay to your start.
- Tomorrow comes and conditions are still not ideal. Perhaps you find more
pending projects.
- You become anxious and delay still more.
- You berate yourself for your delays and disappointment starts to affect your
judgment.
- You decide to take a small break that often lengthens into days.
- You remember the project and its deadlines and you anxiously begin but hit a
major roadblock.
- Anxiety increases and you find yourself back to step 1.
Several techniques for beating procrastination include:
o Identify yourself as a procrastinator.
o Convince yourself with positive thoughts rather than excuses for not starting.
o Do not overextend your commitments; consider your education as a “job.”
o Identify a study or work location.
o Develop a daily/weekly time plan for allocating study time.
o Create a time sensitive plan of goals and objectives for your project identifying
key objectives on a calendar.
o Perform more difficult tasks when you’re most alert.
o Create a reward for your completion.
Review the cycle of procrastination. Using Think-Aloud Pair Problem Solving (TAPPS)
collaborative groups of two will identify a technique that will beat procrastination.
Follow-up
Do you procrastinate? What triggers your cycle of procrastination?
Whole Task Objectives Follow-up
How might the issue of procrastination relate to goals and objectives?
How might procrastination affect your personal development?
Toolbox Procrastination beaters
8.2 Objective
Develop a plan containing a goal and objectives to manage time more efficiently so as
to reduce stress.
Whole Task Objectives
Understand the concept of goals and objectives
Describe factors affecting your personal development.
Relevancy
Effective time management is problematic for most people and it becomes more
complicated when one is balancing family of social obligations, education, and a job.
An excellent time proven exercise is to identify how you are currently allocating your
time and then perform an optimizing process to better address your activity and time
needs. The optimizing process results in a “calendar” or planner that allows you
identify daily routines as well as when special events impact your daily routines. By
identifying and compartmentalizing your routines and identifying important activity
dates you can establish boundaries that ultimately permit you to enjoy guilt-free
personal time without the stressful thought of “I should be doing …”
Strive for Moderately Intense Cardio
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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