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Understanding Trait-Based Perspectives of Leadership
Understanding Trait-Based Perspectives of Leadership
Table of Contents
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References Instructions:
Understanding Trait-Based Perspectives of Leadership
Describe how understanding trait-based perspectives of leadership can have an
impact on your learning?
Toolbox
Trait-based theory
References
Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62,
6–16.
Zaccaro, S. J., Kemp, C., & Bader, P. (2004). Leader traits and attributes. In J. Antonakis,
- T. Cianciolo, and R. J. Sternberg (Eds.), The nature of leadership (pp. 101–124).
Thousand Oaks, CA: Sage.
- Resiliency Related Physical Exercise
Q&A
Address any issues from prior session.
7.1 Objective
Define the concept of physical fitness.
Whole Task Objectives
Understand the concept of goals and objectives.
Describe factors affecting your personal development.
Relevancy
Diet is a part of the formula for successful resiliency. A good diet permits one to
benefit from a regimen of exercise.
Fitness – if it came in a bottle, everybody would have a great body. –Cher
Prior Learning
You have obtained some personal baseline measures. The Estimated Energy
Requirement (EER) provides the number of kcal of energy you need per day in order to
meet your expected body needs.
You identified the six nutrients essential to a healthy lifestyle. You calculated your
carbohydrate needs, protein needs, maximum fat limit, and water requirements.
Finally, you developed a diet that is both healthy and interesting.
Pretest
What does physical fitness mean to you?
Do you feel you are physically fit? Rate your confidence from 0 to 100, 0 being totally
unconfident, and 100 being totally confident.
Activity
Singh, Bennett, and Deuster (1999) use the American College of Sports Medicine
(ACSM) definition of physical fitness as a set of characteristics (i.e., the work capacity
of your heart and lungs, the strength and endurance of your muscles, and the
flexibility of your joints) that relate to your ability to perform physical activities.
According to the 2007 updated Guidelines for healthy adults under age 65, the
American College of Sports Medicine (ACSM) and the American Heart Association
(AHA) 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, and do eight to 10
strength-training exercises, eight to 12 repetitions of each exercise twice a week.
Moderate-intensity physical activity means working hard enough to raise your heart
rate and break a sweat, yet still being able to carry on a conversation. The 30-minute
recommendation is for the average healthy adult to maintain health and reduce the
risk for chronic disease. The “more is better” concept included in the current
recommendations suggests that 30 minutes yields general health benefits. But, 60 to
90 minutes yield prevention of weight gain and weight maintenance for some people.
Given the definition of physical fitness and your lifestyle, which of the following
schedules works best for you? Do you prefer, for example, (a) moderately intense
cardio 30 minutes a day, five days a week, or (b) vigorously intense cardio 20 minutes a
day, 3 days a week, and do eight to 10 strength-training exercises, eight to 12
repetitions of each exercise twice a week?
Follow-up
What is a benefit of being fit?
Given your physical makeup and your lifestyle, do you anticipate changing your
physical activity or duration of activity? Explain.
Whole Task Objectives Follow-up
How might the concept of physical fitness relate to goals and objectives?
How might the concept of physical fitness relate to your understanding of factors
affecting your personal development?
Toolbox Physical fitness
7.2 Objective
Describe the importance of the Exercise Sequence.
Whole Task Objectives
Understand the concept of goals and objectives
Describe factors affecting your personal development.
Relevancy
How does one minimize the risk of injury when exercising?
The will to win is important, but the will to prepare is vital. –Joe Paterno
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, and do eight to 10 strength-training exercises, eight to 12 repetitions of each
exercise twice a week.
Pretest
Do you perform any warming up or cooling down processes when exercising?
Activity
Singh, Bennett, and Deuster (1999) suggest the following exercise sequence of (1)
Warming up for about five minutes to gradually increase muscle temperature,
metabolism, and blood flow, (2) Dynamic stretching of controlled muscle contractions
through a joint’s range of motion, (3) Physical activity session, (4) Cooling–down for
five minutes to reduce muscle soreness by exercising at a light pace, and (5) Static
stretching of slow, controlled movements through a full range of motion where the
stretch is held at the end of the joint’s range of motion.
The American College of Sports Medicine (ACSM) and the American Heart Association
(AHA) suggest exercising in short bouts throughout the day when trying to fit physical
activity into a busy schedule. Further, mix up combinations of moderate and
vigorous-intensity physical activity over the course of the week. Establish a schedule
for exercising and consider involving your family.
Does your exercise sequence differ from that described by the authors? Explain.
Follow-up
Does the exercise sequence have application to your lifestyle?
Whole Task Objectives Follow-up
How might the concept of exercise sequence relate to goals and objectives?
How might the concept of exercise sequence relate to your understanding of factors
affecting your personal development?
Toolbox Exercise sequence
7.3 Objective
Define the concept of cardio-respiratory physiology.
Whole Task Objectives
Understand the concept of goals and objectives
Describe factors affecting your personal development.
Relevancy
So exercising begins to make sense. But, where does one begin?
The word aerobics came about when the gym instructors got together and said, “If we’re going to charge $10 an hour, we can’t call it jumping up and down.” –Rita Rudner
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.
Pretest
How confident are you that you understand the reasons for performing cardio-
respiratory exercise? Rate your confidence from 0 to 100, 0 being totally unconfident,
and 100 being totally confident.
Activity
According to Singh, Bennett, and Deuster (1999) the intent of cardio-respiratory
training is to place greater demands on the heart than what is required during rest
resulting in a stronger heart that can pump more blood, deliver more oxygen to the
body per heart beat, and maintain a lower resting heart rate.
The benefits of cardio-respiratory, or aerobic, conditioning include: stronger heart
and lower resting heart rate; increased aerobic capacity and muscle endurance;
maintenance of a healthy body and management of stress; increased physical
performance; and subsequent increased muscle tone and enhanced overall physical
appearance. Improved physical appearance has a decidedly positive impact on your
sense of well being and resiliency.
Are you performing any cardio-respiratory exercise? Explain.
Follow-up
What are three objectives of cardio-respiratory training?
Whole Task Objectives Follow-up
How might the concept of cardio-respiratory training relate to goals and objectives?
How might the concept of cardio-respiratory training relate to your understanding of
factors affecting your personal development?
Toolbox Cardio-respiratory training
7.4 Objective
Demonstrate an ability to calculate a target heart rate.
Whole Task Objectives
Understand the concept of goals and objectives
Describe factors affecting your personal development.
Relevancy
Just how hard do I need to exercise? How do I establish a measure for measuring the
desired effect of the exercise?
We do not stop exercising because we grow old – we grow old because we stop exercising. –Dr. Kenneth Cooper
Prior Learning
You found that, for beneficial effect, you should strive for cardio-respiratory training.
In conjunction with the exercise, an exercise sequence should be considered to
minimize injury.
Pretest
How might you measure the intensity of your exercise?
Activity
The Intensity of exercise can be estimated by determining your target heart rates.
Measure your pulse by locating the vein in the wrist, placing your finger tips on the
vein, counting the beats over ten seconds, and multiplying that value by six to obtain
your heart rate or the Beats per Minute (BPM).
My current resting heart rate is ____________________ BPM.
Calculate your Age-Predicted Maximum Heart Rate.
Age-Predicted Maximum HR = 220 – your age in years
My Age-Predicted Maximum HR is ______________ BPM.
Calculate your Target HR Zone by identifying your 60% and 90% maximum heart
rates.
60% Maximum HR = your age predicted maximum HR x 0.6
My 60% Maximum HR is _____________ BPM.
90% Maximum HR = your age predicted maximum HR x 0.9
My 90% Maximum HR is _____________ BPM.
My Target HR Zone is ____________ to ____________ BPM.
Follow-up
How does age affect predicted heart rates?
Whole Task Objectives Follow-up
How might calculating heart rates relate to your understanding of factors affecting
your personal development?
Toolbox Heart Rate Target HR Zone
7.5 Objective
Define the FITT Principle for cardio-respiratory training.
Whole Task Objectives
Understand the concept of goals and objectives
Describe factors affecting your personal development.
Relevancy
Get a handle on understanding and adjusting your cardio-respiratory training.
It’s lack of faith that makes people afraid of meeting challenges, and I believed in myself. –Muhammad Ali
Understanding Trait-Based Perspectives of Leadership
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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