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244 Cards in this Set
- Front
- Back
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Socio-ecological Model |
represents the interwoven relationship that exists between the individuals and their environment. individual behavior is determined to a large extent by social environment, community values and norms and laws and regulations. as community barriers to healthy behavior are removed, sustained change becomes more achieveable. |
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5 components of socio-economic model |
public policy, community, organizational, interpersonal, individual |
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public policy |
national, state, local laws |
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community |
relationships among organizations |
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organizational |
organizations, social institutions |
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interpersonal |
family, friends, social networks |
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individual |
knowledge, attitudes, skills
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How coalitions frequently start |
without a formalized structure, blend resources, generate bylaws, committees, funding, staffing, etc |
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Potential coalition partners characteristics |
share a vision with your own have gone before you with a similar mission or goal share at least one common element with your program are instrumental in reaching your target audience have expertise, knowledge, influence are stakeholders
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Potential coalition partners |
government sector health sector education sector transportation and environmental development sector. |
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Conducting collaborative work my differ by social class, ethnicity, education, profession, age, gender, etc |
TRUE |
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Primary Data |
Data collected by self |
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secondary data |
data collected by someone else for your immediate use. |
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BRFSS- Behavior Risk Factor Surveillance System |
data collected by a brance of dbd via a state based telephone survey of the civillian, non-institutional adult population, seeks to gather info on high risk behaviors such as excessive alcohol use, tobacco use, lack of preventative care
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yrbs-youth risk behavior survey |
conducted every 2 years, monitors: Behaviors that contribute to injury tobacco use alcohol and drug use sex behaviors dietary inadequate phys act
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nhanes- national health and nutrition examination survey |
assesses the health and nutrition of the general us pop. use mobile exam centers to do physical and clinical testing |
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formative evaluation |
ie step one needs assessment: conducted during the planning stage of a program to determine the extent of the problem |
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process evaluation |
ie step 2documents all aspects so that adjustments can be made, keeps program on track, done in implementation stage |
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fhwa- federal highway administration |
carries out fed highway programs to meet transportation needs
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usdot |
us dept of transportation
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american's use of time |
measures amt of time people spend doing various activities |
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us census |
figures based on counts of persons living in us ie citizens, non-citizen legal res. non-citizen long-term visitors, illegal immigrants |
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national park service |
overseen by dept asst. secretary for fish and wildlife |
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trust for public land |
conserves land for people to enjoy |
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public health surveillance |
ongoing, systematic collection, analysis, interpretation, and dissemination of data about a health-related event for use in public action to improve health |
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Health functions the public health surveillance serves |
case detection and public health interventions estimate impact of disease or injury portray history of health condition determine distribution and spread of illness generate hypotheses and stimulate research evaluating prevention and control measures facilitate planning |
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Data from public health surveillance system can be used to |
guide immediate action, measure burden of disease, monitor trends, guide planning, implementing, evaluation, detect changes, prioritize resources, describe course of disease, provide basis for research. |
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CDC's Framework for program evaluation |
1. engage stakeholders 2. describe program 3. focus the evaluation 4. gather credible evidence 5. justify conclusions 6. ensure use and share lessons learned
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types of stakeholders |
implementers partners participants decision makers |
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program description |
defines the problem/needs the program will address |
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program description primary components |
identify the program stage of development statement of the problem addressed logic model to provide a useful framework |
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focus the evaluation |
stakeholders clarify the primary purpose and uses for the evaluation |
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items to consider when focusing evaluation |
purpose, users, uses, questions, methods, agreements |
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purpose for conduction evaluations |
gain insight, improve a program, assess program effects |
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users |
specific persons that will receive evaluation findings |
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uses |
specific ways info gained will be applied |
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questions |
establish boundaries for the evaluation by stating which aspects will be addressed |
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methods |
drawn from scientific research options, include experimental, quasi-experimental, and observational designs |
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agreements |
describe how the evaluation plan will be implemented by using available resources |
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Gather credible evidenc |
indicators sources quality quantity logistics |
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indicators |
criteria that will be used to judge the program |
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sources |
come from people, documents, observations, or existing data sources to increase credibility of evidence |
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quality |
appropriateness and integrity of info used in an evaluation |
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quantity |
the amount of evidence gathered |
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logistics |
encompass the methods, timing, and physical infrastructure for gathering and handling evidence |
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justify conclusions |
begins with analyzing and interpreting data analysis interpretation judgments recommendations
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analysis |
entering data into a system, checking for errors, tabulating
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interpretation |
effort of figuring out what the findings mean
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judgements |
statements concerning the merit or significance of the program |
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recommendations |
actions for consideration resulting from the evaluation |
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ensure use and share lessons learned |
prepare tangible products of the evaluation, share them with stakeholders and other audiences, and follow up to promote maximum use |
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tips for ensuring use and sharing lessons learned |
consider stakeholders values share draft recommendations with stakeholders relate rec. to original purposes target your rec. appropriately |
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elements for ensuring use of an evaluation |
design preparation feedback follow-up dessemination |
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design |
how the evaluations questions, methods, and overall processes are constructed |
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preparation |
steps taken to rehearse eventual use of the eval findings
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feedback |
creates an atmosphere of trust among stakeholders and keeps an eval on track |
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follow-up |
the technical and emotional support that users need during the eval and after findings |
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dissemination |
process of communicating either the procedures or the lessons learned from an eval to relevant audiences in a timely, unbiased, and consistent fashion |
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goal commitment dependent on |
the importance of expected outcomes self-efficacy commitment to others |
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precede |
predisposing reinforcing enabling constructs in educational/ecological diagnosis and evaluation
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proceed |
policy, regulatory, and organizational constructs in educational and environmental development |
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precede-proceed |
most enduring health behavior change is voluntary in nature, empowers individuals with understanding, motivation, and skills |
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precede-proceed phases |
1. social assessment 2. epidemiological ass. 3. behavioral and environmental ass. 4. educational and ecological ass. 5. administrative and policy 6-9 make up proceed |
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social assessment |
defines quality of life of those in the population |
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epidemiological assessment |
identify and rank the health goals or problems that may contribute to the needs |
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behavioral and environmental assessment |
determining and prioritizing the behavioral and environmental risk factors |
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educational and ecological assessment |
identifies and classifies into predisposing ie values, enabling ie availability of resources, and reinforcing ie peers |
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administrative and policy assessment |
determine if the capabilities and resources are available to develop and implant the program |
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phase 6 of proceed |
planners select the methods and strategies of the intervention and implementation begins |
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phases 7-9 of proceed |
focuses on the process, impact, and outcome evaluation |
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public health essential services |
monitor health diagnose and investigate inform, educate, empower mobilize community partnerships develop policies enforce laws link to/provide care assure competent workforce evaluate
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monitor health status to identify community health problems |
public health surveillance identification of threats to health timely collection, analysis, and publication of info attention to the statistics and health status collaboration to manage integrated info systems
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diagnose and investigate health problems and health hazards in the community |
encompasses public heath activities such as: epidemiologic identifications public health lab capabilities active infectious disease programs tech capacity for epidemiologic investigation |
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united states dept. of health and human services |
oversees the agency for the toxic substances and disease registry |
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inform, educate, and empower people about health issues |
social marketing accessible health info and resources collaboration with health care providers joint health ed programs with schools, worksites, etc |
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mobilize community partnerships to identify and solve health problems |
collaborate to plan, implement, monitor, evaluate, and modify activities
convening and facilitating community groups and associations
skilled coalition building ability |
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patch-planned approach to community |
community members participate data guides development participants dev health strategy eval emphasizes feedback and improvement capacity for health promotion is increased |
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develop policies and plans that support individual and community health efforts |
leadership development planning for health improvement developing and trackign health objectives joint eval with medical health care system development of codes, regulations, and legislation |
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enforce laws and regulations that protect health and ensure safety |
full enforcement of sanitary codes protection of drinking water enforce clean air standards follow up of hazzards, preventable injuries, and exposure-related disease monitor medical services review new drugs, biological and medical device application |
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link people to needed personal health services and assure the provision fo health care when otherwise unavailable |
assure entry for socially disadvantaged people culturally and linguistically appropriate material and staff ongoing care management transportation service targeted health info to high risk pop technical assistance |
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assure a competent public health and personal health care workforce |
education and training processes for licensure of professionals cont. quality improvement partnership with training programs cont. educ. in management and leadership programs
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evaluate effectiveness, accessibility, and quality of personal and population based health services |
helps public health profess. refine or revise program approaches; encompasses ongoing eval of programs based on health status and utilization data |
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research for new insights and innovative solutions to health problems |
linkage with appropriate institutes of higher learning and research capacity for epidemiologic and economic analysis capacity to conduct research |
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cost-benefit eval |
cost-to-outcome ratio |
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cost-effectiveness |
cost of program to measures of program objectives |
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key elements for social marketing |
audience centered dev promote voluntary change audience segmentation and profiling formative research product dev based on aud. research product distribution program promotion process eval outcome eval audience and community involvement in planning |
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models that capture characteristics of social marketing |
CDCynergy and SMART |
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CDCynergy |
describe problem analyze prob. plan intervention dev. inter. plan eval implement plan |
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describe problem |
state problem and determine if have authority and capacity to solve |
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analyze problem |
list causes and goals for problem |
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plan intervention |
determine if will play dominant or supportive role
dom. list possible aud. supp. list poss. aud. in support of intervention |
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develop intervention |
dev and test concepts, messages, materials, etc. with intended aud.
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plan evaluation |
report plan, formalize agreements, dev. internal and external communication plans, create timetables and budget |
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implement plan |
integrate, execute, and manage communication and evaluation plans, document feedback, modifiy components based on feedback |
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SMART-social marketing assessment and response tool |
preliminary plannign consumer analysis market analysis channel analysis dev. interven. , materials, and pretest implementation evaluation |
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preliminary planning |
assess problems and determine which is appropriate to address
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consumer analysis |
differences in subgroups between wants/needs |
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market analysis |
fit between focus of interest and importance of market variables within priority pop.
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channel analysis |
consisders which partners will collaborate |
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develop interventions, materials, and pretest |
return to priority pop. and test concepts before implementing |
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implementation |
clarifies roles, program refined based on feedback |
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evaluation |
assess the impact of the program |
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logic model |
provides framework to assist, revisit through planning, implementing, and evolution |
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logic model helps with |
clarify program strategy justify why program will work assess potential effectiveness identify appropriate outcome targets set priorities for allocating resources incorporate research findings make midcourse adjustments identify diff. between ideal and real operations specify nature of questions asked organize evidence about program make stakeholders accountable for outcomes build better program |
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Kids walk to school logic model |
study the diagram in the study guide because it's too complicated to put on a flash card. |
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multidisciplinary approach |
drawing from multiples areas such as sociology, engineering, design, etc. helps define new ways of understanding complex situations |
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physical activity intervention strategies |
environmental and policy, behavioral |
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environmental and policy |
creation or enhance place for PA, informational outreach act. |
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behavioral |
tailored to persons readiness to change |
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process evaluation |
used to determine if working effectively; tests if procedures for reaching target pop work use as soon as the program begins operation, and continuously throughout shows how well the program is working identifies problems in reaching target pop shows funding agency level of act. encourages part. if problems occur, do formative eval |
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impact evaluation |
example would be reviewing data on drinking and driving five years after prevention program
identifies long term and unintended effects impact may not be apparent for long time use when program is being planned, when sufficient time has passed and enough people have part. , after baseline has been established shows degree of ultimate goal met useful to show success and failure, and help with future funding |
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outcome evaluation |
determines progress toward achieving goals and obj. measures progress with immediate or intermediate, baseline knowledge, attitudes, demonstrates changes following completion, studies direct effects on part. use after program has begun and contact has been made with pop. and after baseline measurement established shows change in population attitude and beliefs useful for managing materials and resources, monitoring goal progress, justifying program continuance. |
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quantitative data |
numeric hard data such as numbers, ratings, scores, etc |
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qualitative data |
inductive or soft data such as descriptions |
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community guide |
provides recommendations on evidence-based interventions to promote physical activity. includes: informational approaches behavioral and social approaches environmental and policy approaches |
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informational approaches |
community wide campaigns point of decision prompt |
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community wide campaigns |
large scale, high intensity, include tv, radio, movie trailers |
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point-of-decision prompt |
use motivation signs to promote activity ie sign next to elevator to take stairs |
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behavioral and social approaches |
teaching behavior change skills provide social support such as group counseling or individual's friends or family |
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environmental and policy approaches |
includes the physical environment, social networks, organizational norms and policies, laws, public health professionals, community organizations, legislators, departments of parks, etc |
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limitations of community guides |
recommendations are based on a limited number of well-controlled interventions, with specific settings and populations |
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children exercise recommendations |
60 min 3 days per week |
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adult exercise recommendations |
150 min mod. aerobic activity and 2 days strength or 75 min vigorous aerobic and 2 days strength or equivalent mix of the 2 |
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older adult exercise recommendations |
150 min mod. aerobic activity and 2 days strength or 75 min vigorous aerobic and 2 days strength or equivalent mix of the 2 |
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types of theories/models |
individual, interpersonal, community |
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individual theories/models |
health belief model, stages of change, relapse prevention |
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health belief model |
persons perceived threat of disease |
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stages of change |
precontemplation, contemplation, preparation, action, maintenance |
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relapse prevention |
helping anticipate barriers that can cause a relapse |
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interpersonal theories/models |
social learning/social cognitive, theory of reasoned action, theory of planned behavior |
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social learning/social cognitive |
change is result of reciprocal relationships among the environment, personal factors, and attributes of the behavior itself; self-efficacy is key |
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theory of reasoned action |
behaviors within control predict actual behavior interventions are determined by attitude toward behavior and belief of other's support of the behavior |
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theory of planned behavior |
person's perceived control over the opportunities, resources, and skills needed to perform the change |
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community theories/models |
community organizational model ecological approaches organization change theory |
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community organizational model |
public health works help communities identify health and social problems and they plan/implement strategies to address the problems |
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ecological approahes |
interventions influenced by multiple levels such as family, community, workplace, beliefs, economics, etc |
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organization change theory |
certain process and strategies might increase the chances that programs will be adopted in formal organizations |
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collaborate |
recognizes that some partners have special expertise or unique capability in certain services. characterized by openness and willingness to enhance this capacity for mutual benefit |
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paprn-physical activity policy research network |
studies the effectiveness of health policies related to increasing physical activity in communities. policy is defined as a legislative action, organized guidance or rule that may affect the physical activity environment or the behavior of people |
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examples of paprn policy |
national transportation regulations, community design policies, engineering standards, worksite support for physical activity |
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PAY-physical activity for youth |
example of physical activity policy provides sound resources and recommendations to assist policymakers and advocates in promoting opportunities for youth to be active |
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areas of focus for PAY |
after school programs community programs community design school programs
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school board main functions |
planning, setting policy, evaluating results |
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planning |
state of education requires this from school board |
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setting policy |
central responsibility of the school board, actions of the board that set written goals and objectives for the school |
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evaluating results |
completes the loop and leads to more planning |
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ecological perspective levels of influence |
intrapersonal, interpersonal, institutional, community, public policy |
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intrapersonal level |
individual characteristics that influence behavior such as knowledge, attitudes, beliefs, and personality traits |
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interpersonal level |
primary groups such as family, friends, and peers |
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community levels |
social networks and norms |
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public policy |
local, state, and federal policies and laws |
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press release |
written statement distributed to the media |
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press release should include: |
company letterhead, name, address, phone number, web address press release in all caps contact person's name immediate release or release date headline or title in bold/caps body-date/city- who, what, when, where, why catchy text sum it up... basic font, double spaced, page numbers, and ### action plan/calendar |
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media toolkit |
helps understand how the news industry works, how stereotypes function in the media, and how to approach the media to get positive youth voices and stories heard |
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media advocacy |
using the mass media to advance public policy assumes that the root of most health problems is not that people lack info, but the power to change social and economic conditions. emphasizes social, economic, political rather than personal and behavioral |
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acsm- american college of sports medicine |
includes personal trainer, health/fitness instructor, exercise specialist, and clinical exercise physiologist |
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american council on exercise |
personal trainer, group fitness instructor, lifestyle and weight management specialist, clinical exercise specialist |
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CDC and university of south carolinas prevention resource center physical activity and public health courses |
designed for practitioners and researchers involved or interested in community based initiatives to promote PA. includes public health models for PA promotion, epidemiology/needs assessment, best practic intervention strategies, policy and environmental supports fo PA, program eval. , partnership development, and current research for PA promotion. one on one and small group interaction is emphasized |
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CDC public health training network |
distance learning network that takes training and info to the learner. uses variety of media from print based, videotape, and multimedia nationwide |
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social marketing for nutrition and physical activity |
training for public health professionals about how to use social marketing to plan nutrition, physical, and obesity prevention programs |
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convener |
engages public discussion fo community issues gathers data and conducts studies to gain common understanding of issues at hand |
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catalyst |
makes and early commitment to part. in long term community problem solving uses influence and resources to make the collaborative initiative real in the minds of other potential partners |
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conduit |
identifies and channels grant money to the collaborative initiative government agency or foundation that provides grants for local collaborative efforts DANGER: may dominate the collaborative process. may conflict with balance of power and trust |
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funder |
funds collabortive initiatives promotes understanding of partnerships goals may bring legitimacy or increase awareness of issue Danger: may fail to fully understand all that is involved in collaboration |
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advocate/champion |
uses influence and resources to call stakeholders into action builds political will or rallies support for emerging issue or response to a crisis promotes understanding of partnerships goals to external groups brings legitimacy or increase awareness of issue |
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community organizer |
pays attention to who is at the decision making table and how to include as full partners those who are traditionally excluded participates in ongoing recuritment, welcoming, and sustaining of participation by community based neighborhood based, and constituency based organizations and individuals |
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technical assistance provider |
retrieves data, gathers new research and info, provides planning exepertise, legal opinions, lobbying assistance, and access to info and assistance in preparing funding applications. NOT highly visible and may be external to partnership |
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capacity builder |
increases ability of community, neighborhood, and constituency based organizations to prioritize issues and secure resources relevant. maintains focus on assets as opposed to deficits |
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partner |
fully shares risks, responsibilities, resources, rewards establishes mutually respectful, trusting relationships and understands other partners motivations and hoped for accomplishments defines and addresses challenges in a manner that provides opportunities for all partners to share in their solutions provides direct services, resources, financial support, or technical assistance |
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facilitator |
helps collaborative problem solving initiative work more effectively may be perceived as another way of adding greater decision making power to partners role can be a mutually agreeable neutral or external facilitator, valued as a source of fairness, encouragement, and resource |
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CDC/WHO collaborting center: promoting physical activity across the globe |
mission is to promote physical activity, prevent disease, and enhance health and quality of life throughout the world. researches wiht worldwide partners, provides technical consultations, builds networks, sponsors annual workshops and public health courses tailored to the public health practitioners needs |
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kids walk to school |
encourages individuals and organizations to work together to identify and create safe walking routes to school |
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growing stronger: strength training for older adults |
exercise program for older adults based upon sound scientific research involving strengthening exercises |
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PEP: a personal empowerment plan |
12 week self directed, worksite program to promote healhty eating and moderate physical activity |
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physical activity. the arthritis pain reliever |
health communications campaign for general use by state health departments, their partners, and other community organizations |
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powerful bones. powerful girls site for girls |
helps girls understand how weight bearing physical activity and calcium can be a fun and important part of everyday life. also available for parents |
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smallstep.gov |
encourages americans to make small activity and dietary changes to achieve a healthier lifestyle |
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stairwell to better health |
assesses whether making stairwells visually appealing with art and signs motivate employees to use them, shows promising results |
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state physical activity directory |
provides info about current physical activity programs taking place in teh state health departments |
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steps to a healthier us initiative |
initiative from the us dept. of health and human services HHS that advances george w bush's healthier us goal of helping americans live longer, better, and healthier lives. physical activity is a key risk factor addressed through the initiative |
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VERB- Yout media campaign |
encourages young people ages 9-13 to be physically active every day |
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eat smart play hard campaign |
sponsered by us dept of agriculture. provides practical sugg. that will help motivate children and their caregivers to eat healthy and be active |
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hearts N' parks |
national, community based program supported by national heart, lung, and blood institute (NHLBI) and national recreatino and park association (NRPA) designed to help park and recreation agencies encourage heart-healthy lifestyles in their communities |
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making health communication programs work: a planner's guide |
produced by the national cancer institute, uses a practical approach to guiding readers through stages including planning and strategy dev developing and pretesting concepts, messages, and materials implementing the program assessing effectiveness and making refinements |
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moderate intensity activity |
target hr 50-70% of Max HR |
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vigorous-intensity |
70-85% of max hr |
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dynamic exercise |
involves large muscle groups such as jogging systolic rises, diastolic stays the same or decreases slightly. |
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static |
sustained contraction of muscle group ie weight lifting |
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maximal oxygen consumption-VO2 max |
max volume of oxygen consumed per minute. more fit = more oxygen expressed in units of millilitres of oxygen consumed per kilogram body mass per min sometimes expressed as litres of oxygen consumed per minute |
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skeletal muscle powered by: |
adenosine triphosphate (ATP) |
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aerobic (oxidative system) |
O2 required. cholesterol, fat, and sometimes protein used to make ATP. biproducts are co2 and water. activities longer than 3 minutes |
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anerobic (non-oxidative system) |
o2 not required. only CHO can be used to produce ATP, breakdown of CHO yields lactic acid (lactate) which contributes to muscle fatigue. activities 30 sec to 3 min |
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physiological changes with aging |
inactivity is primary factor progressive decline starts around age 50 gradual decrease in basal metabolic rate developmental years=positive nitrogen balance after age 50=negative nitrogen balance, contributes to loss of muscle mass |
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physical activity helps reduce/lessen effects of |
heart disease, stroke, diabetes, cancer, arthritis, asthma, osteoporosis, obesity |
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hypertension |
systolic above or equal to140 mm hg, diastolic above or equal to 90mm HG |
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dyslipidemia |
ldl above 130mg dL, hdl below 40, tc above 200 |
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fasting blood glucose high risk: |
above 100 mg dL |
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BMI/waist high risks |
above or equal to 30, waist/hip ratio above or equal to .95 men .86 women |
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accelerometers vs pedometers |
more info but more expensive |
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Par-Q |
questionnaire for ages 15-69, 7 questions |
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Heart rate |
THR 220-age measured before, after, during exercise |
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RPE |
perceived work effort |
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metabolic equivalent (METS) |
expresses energy expenditure or exercise intensity. comparison of the amount of oxygen uptake exercise with that at rest. calculated by dividing the relative VO2 by 3.5; 1 MET=3.5ml kg amount that humans require of oxygen at rest |
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flexibility test |
sit and reach |
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cardiorespiratory fitness test |
vo2 max, RPE, most important is vo2 max |
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body composition test |
waist circumference and BMI |
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muscular strength |
ability of a muscle to generate max force |
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muscular endurance |
ability of muscle to exert successive force for certain period of time ie half sit up and push up test |
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body comp. assessment techniques |
bod pod, dexa, bioelectrical impedence, skinfolds, waist circumference, BMI |
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Bod Pod |
gold standard, uses air displacement to measure body comp and resting metabolic rate |
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dexa-dual energy xray absoptiometry |
emitter passes photons at 2 different energies (1 deep 1 shallow) thru body tissue, and scanner analyzes the energy that passes thru the tissue; calculates fat, bone and muscle tissue |
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bioelectrical impedence |
quick and cheap; electrodes placed on skin, current sent through the bodysk |
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infolds |
grasp skin 1cm above the site tested; assumes relationship between subcutanious fat and over fat |
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waist circumference |
greater than 40 in males and 35 for females is high; when bmi between 25 and 34.9 |
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BMI |
underweight is below 18.5 normal 18.5-24.9 overweight is 25-29.9 obese class 1 is 30-34.9 class 2 is 35-39.9 class 3 is above 40 |
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domains of PA |
ADLs active transportation recreation or leisure activities occupational activities |
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ADLs |
normal daily living |
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active transportation |
any form of uman powered transportation |
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safety of equipment |
plugs secured, emergency cut off switches accessible, safety instructions on all equipment, machines restrict joint movement beyond normal ROM |
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safety of weights |
spotting, buddy system, speed of mvmt, putting back wts after use |
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carb info |
55-60% of diet 4kcal per gram athletes may need 60-70% 7-10g |
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protein info |
10-15% of diet 4 kcals athletes up to 1.7 g |
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fat intake info |
25-35% of diet diet under 30% for weight loss 9 kcal/g sat fat under 10% |
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alcohol info |
7kcals/g |
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BMI measurement |
weight (kg)/height (m)^2 |
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Body fat % recommendations |
male = 10-15% female= 12-20% |
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waist to hip ratio |
circumference of waist/circumference of hips |
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lean body mass |
sum of the nonfat parts of your body like muscle, organs, blood, and water |
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metabolic syndrome risk factors |
bdominal obesity, atherogenic dyslipidemia, elevated bp, insulin resistance or glucose intolerance, prothrombotic state, high fibrinogen or plasminogen activator inhibitor-1 in the blood, proinflammatory state elevated c-reactive protein in the blood |
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metabolic syndrom increased risks |
coronary heart disease, type 2 diabetes, dominant factors are abdominal obesity and insulin resistance and PA |
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adipose tissue |
accumulation referred to as body fat distribution |
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android type |
apple-shaped; fat centerd around abdominal area, increased risk for stroke, diabetes, high cholesterol, artery disease |
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gynoid type |
pear shaped; fat around hip and thigh mostly, defined as a ratio greater than 1.0 for men and .8 for women |
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USDA recommendations for food groups |
6oz grains, 3 cups dairy, 2.5 cups vegetables, 2 cups fruit, 5.5 oz meat, 6 tsp oils |
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brfss- behavioral risk factor surveillance system |
telephone survey to assess behavioral health risk factors of adults since 1984. provides national and state data |
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nhis- national health interview survey |
based at the national center for health statistics; uses household interviews to provide national health statistics since 1957. provides statistics for healthy people 2010 and leading indicators for PA for adults |
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national health and nutrition examination survey-nhanes |
provides statistics about the health of americans through a combination of personal interviews and direct physical examinations |
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yrbss- youth risk behavior surveillance system |
monitors health risks that contribute to leading causes of death, disability, and social problems among youth and adults in the US. includes national, state, and local school based surveys for 9-12 graders |
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people with arthritis and exercise |
moderate PA decreases fatigue, strengthens muscles and bones, increases flexibilty and stamina, improves general sense of well-being stiff joints =bad |
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par q questions |
has doctor ever said you have heart condition? chest pain? in past month chest pain? dizziness or balance loss? bone or joint problems? any drugs for heart or bp? any other reasons? IF yes, see doctor, if no be active |
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METS |
1 met = 3.5 milliliters of oxygen per kilogram of body weightper minute 1 met= 1 kcal per kilogram of body weight per hour kcal/min =mets x body weight in kilograms/ 60 oxygen consumption in liters per hour=mets x body weight in kilograms /.21 fitness levels range from low at 1.5 MET to high at 20 MET. average is 8 MET 1 pound = .4535 kilograms |
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cardio fitness measure |
1.5 mile run/walk; 500 yard/450 meter swim |
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muscular endurance measure |
side-bridge/sit up and push up events |
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characteristics of a walkable community |
easy access to community on foot people walk more and place is healthier and safer, more friendly parents more comfortable about children being outside children spend more time outside streets designed to be safer and more convenient for walking pedestrians given priority vehicle speeds are carefully controlled drivers more responsible air and water quality is good |
