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The Importance of Weekly Physical Activity: Teaching Project Summary

Allison Carlucci

Old Dominion University

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The Importance of Weekly Physical Activity

A problem I noticed in our community is that many individuals lead a relatively

sedentary lifestyle and do not get the recommended weekly amount of physical activity. This

puts them at risk for obesity which is a major risk factor for many preventable diseases such as

hypertension and type 2 diabetes. According to Sailors et al., The increasing prevalence of

obesity among young people is combined with a concomitant low rate of physical activity, with

nearly 43% of college undergraduates reporting they do not participate in either moderate or

vigorous physical activity (2010, p. 13). Therefore, teaching would be valuable for this

problem because people, specifically college students, may not be aware of the benefits of

exercise as well as the negative effects of not exercising.

The Standards of Practice I used to guide this teaching plan are from the American Heart

Association which focuses on the promotion of overall cardiovascular health among individuals.

Additionally, a major focus of the AHA is to provide the public with information centered

around improving cardiovascular health and preventing complications. As nurses, it is important

that we educate our patients on the risks of leading a sedentary lifestyle as well as the current

guidelines related to physical activity. The AHA recommends that for overall cardiovascular

health, individuals receive:

At least 30 minutes of moderate-intensity aerobic activity at least 5 days per week for a

total of 150 minutes, or least 25 minutes of vigorous aerobic activity at least 3 days per

week for a total of 75 minutes; or a combination of moderate- and vigorous-intensity

aerobic activity and moderate- to high-intensity muscle-strengthening activity at least 2

days per week for additional health benefits. (American Heart Association

Recommendations for Physical Activity in Adults, n.d.)

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Therefore, it is important to educate the public and promote weekly physical activity in order to

maintain cardiovascular health.

Target Audience

The target audience I identified is college students. As a fellow college student, I know that

due to coursework, jobs, a lack of finances and a variety of other obligations, it can be difficult to

make time for exercising. Therefore, I chose 18 fellow college students who attend either

Tidewater Community College, Old Dominion University or Norfolk State University, as my

target population. These individuals range in age from 19-27 and are all currently enrolled in

college courses. Most of these individuals live in Norfolk, Suffolk, Portsmouth, Chesapeake and

Virginia Beach. My goal is to assess fellow college students knowledge of the importance of

weekly physical activity, as well as to determine what barriers may hinder them in getting the

recommended amount of weekly exercise.

Assessment of Target Audience

The strategy I used as the educational designer was a survey to assess the needs of my

identified population. The survey used assesses their view of exercise, the amount of exercise

they receive per week, barriers that prevent them from exercising, what motivates them to

exercise, how they desire to receive health information, as well as their preferred learning style.

The results of this assessment can be seen in Appendix B. Additionally, in regards to how the

students prefer to receive information, an internet website/blog was the preferred method for

receiving health information with an educational class or an email tied for second and social

media or a newsletter tied for third. In developing my teaching interventions, it is important to

tailor the specific strategies used to fit the needs of my target audience.

Development of Teaching Plan

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Based on the results of the needs assessment survey, the purpose of my teaching plan was

to educate the selected undergraduate college students about the benefits of weekly physical

activity. While 100% of the individuals assessed agreed that weekly physical activity is

important, the majority of them identified that the most significant barrier preventing them from

exercising is the lack of time. Therefore, the goal of my teaching plan was for the students to be

able to identify benefits of weekly physical activity and verbalize ways to incorporate it into their

weekly schedules. Additionally, I wanted to plan a teaching session that utilized various forms

of learning, such as visual/tactile, auditory and participation, to promote and enhance the

learning experience. Whatever the method chosen, to optimize learning it usually is most

effective if used in conjunction with other instructional techniques and tools (Bastable, 2014, p.

471). I developed objectives for a cognitive, affective and psychomotor domain, which can be

seen in Appendix C. Therefore, I planned to begin the session with a lecture in which I would

utilize a Power Point presentation to educate the students on the benefits of regular activity as

well as the risks of leading a sedentary lifestyle. I allotted 10 minutes for the lecture portion, and

decided to end this section with a question and answer time to assess the effectiveness of the

cognitive portion of the teaching. Next, I chose to have a time of group collaboration in which

the students could identify barriers preventing them from regular exercise as well as what would

serve as motivators; I allotted 10 minutes for this section. Lastly, I would demonstrate several

exercises they could do while at home/in their dorms as a study break to incorporate physical

activity into their busy schedules. I allotted 10 minutes to demonstrate as well as observe a

return demonstration. I chose to end the teaching session by administering a 5 Point Likert Scale

to evaluate the effectiveness of the group discussion as well as the session as a whole.

Implementation of Teaching Plan

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On the actual day of teaching, I assembled my target audience at my house for the

teaching session. I used my television to show my Power Point. One challenge I faced in the

implementation phase was finding a time to gather everyone for the teaching session. Since my

target population consisted of college students who have very busy schedules, this presented a

challenge. Additionally, while I allotted 10 minutes for each portion of the teaching session, the

entire time was not used during the actual implementation phase.

To apply effective instructional strategies, educators need to understand how students

learn. Most learning theories fall under three general philosophies including behaviorism,

constructivism, and cognitivism (Schilling, 2016, p. 12). A learning theory that supports the

choice of instructional methods used is the cognitive theory. According to our online lecture, the

information-processing perspective of the cognitive theory focuses on organizing information

and making it meaningful in order to aid the attention and storage process so that learning

occurs through guidance, feedback and assessing and correcting errors. Therefore, information

provided should be presented in a way that is meaningful to the learners, such as discussing the

benefits of physical activity as well as the disadvantages of a sedentary lifestyle. Additionally,

while there were no significant cultural considerations when selecting the instructional methods

used, I did have to consider my population, which consisted of undergraduate male and female

college students. Thus, I had to consider instructional methods that would be meaningful to

them as well as methods that can be practically used in their day to day lives.

Evaluation

Evaluation is an important aspect of the teaching process. Therefore, to evaluate the

effectiveness of my teaching session, I used three different evaluation methods. For the

cognitive aspect of my session, I used a question and answer time to determine if the students
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had absorbed the main points of the lecture. The students chose the correct answers to these

questions which demonstrated the teaching was effective. Thus, my outcome had been met. To

evaluate the effectiveness of the group discussion as well as the entire session, I administered a 5

Point Likert Scale. Of the students surveyed, 66% strongly agreed that weekly physical activity

is important, 83% said they would incorporate regular activity into their schedules, 50% agreed

that the benefits of regular activity outweigh the inconvenience, 66% agreed that the risks of

inactivity are a threat to their health and 83% agreed that the teaching session changed their

perspective relative to the benefits of weekly physical activity. Based on these findings, it can be

concluded that the teaching session was successful. For the demonstration portion, I observed

the students correctly do a return demonstration of the exercises presented. Therefore, my

psychomotor outcome was effectively met. My goal for this teaching plan was: the students will

identify benefits of weekly physical activity and verbalize ways to incorporate it into their

weekly schedules. This goal was partially met in that the students correctly identified benefits of

weekly physical activity. However, while they demonstrated exercises that could be

incorporated into their schedules, they did not verbalize ways in which to include regular

exercise. Actual outcomes can be seen in Appendix C.

Summary

Throughout the process of doing this teaching project, I have learned how much goes into

an effective teaching plan. Additionally, this process has demonstrated how important education

is as a nurse. The ability to assess the needs of your students or patients and develop a teaching

plan that accurately addresses these needs is vital. Therefore, though sometimes implementing a

teaching session may not go as planned, this project has shown me the importance of making

adjustments as needed to facilitate learning for your students.

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References

American Heart Association Recommendations for Physical Activity in Adults. (n.d.). Retrieved

February 18, 2017, from

http://www.heart.org/HEARTORG/HealthyLiving/PhysicalActivity/FitnessBasics/Ameri

can-Heart-Association-Recommendations-for-Physical-Activity-in-

Adults_UCM_307976_Article.jsp#.WKx2v4WcHIV

Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing

practice. United States: Jones & Bartlett Publishers.

Sailors, M., Jackson, A., McFarlin, B., Turpin, I., Ellis, K., Foreyt, J., & ... Bray, M. (2010).

Exposing college students to exercise: the Training Interventions and Genetics of

Exercise Response (TIGER) study. Journal Of American College Health, 59(1), 13-20.

doi:10.1080/07448481.2010.483712

Schilling, J. F. (2016). Cognitive Load Theory of Learning: Underpinnings and Model.

International Journal Of Athletic Therapy & Training, 21(2), 12-16.

doi:10.1123/ijatt.2014-0074

I pledge to support the Honor System of Old Dominion University. I will refrain from any form
of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a
member of the academic community it is responsibility to turn in all suspected violators of the
Honor Code. I will report to a hearing if summoned.
Name: Allison Carlucci
Signature: Allison Carlucci
Date: 04/13/17
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Appendix A
Weekly Physical Activity Needs Assessment Survey
1. I think weekly physical exercise is ___ Nothing keeps me from
important. exercising
___ Agree 5. What do you hope to gain from
exercise? (Choose one)
___ Somewhat agree
___ Improved health
___ Neither agree nor disagree
___ Weight loss
___ Disagree
___ Improved appearance
___ Improved athletic performance
2. I exercise
___ Stress relief
___ No times a week
___ I have no goal for exercise
___ Two times a week
___ Three-four times a week
6. 1 being the most likely and 5 being
___ Five or more times a week
the least likely, rate the following in
order that you would prefer to
receive health and exercise-related
3. I engage in information.
___ Group exercise classes ___ Educational class
___ Recreational sports ___ Email
___ Individual training ___ Social Media
___ I dont exercise ___ Internet website/ blog
___ Other, if so, please explain: ___ Newsletter

4. What keeps you from exercising? 7. I learn best through

___ Not enough time to exercise
___ Visual/tactile experiences
___ No access to a gym or facility
___ No exercise partner ___ Listening (auditory)

___ Lack of finances ___ Actively participating

___ Lack of motivation
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Appendix B
Results of Needs Assessment Survey
1. I think weekly physical exercise is 6% Nothing keeps me from
important. exercising
100% Agree 5. What do you hope to gain from
exercise? (Choose one)
___ Somewhat agree
33% Improved health
___ Neither agree nor disagree
11% Weight loss
___ Disagree
22% Improved appearance
11% Improved athletic performance
2. I exercise
11% Stress relief
6% No times a week
11% I have no goal for exercise
39% Two times a week
33% Three-four times a week
6. 1 being the most likely and 5 being
22% Five or more times a week
the least likely, rate the following in
order that you would prefer to
receive health and exercise-related
3. I engage in information.
11% Group exercise classes ___ Educational class
39% Recreational sports ___ Email
44% Individual training ___ Social Media
6% I dont exercise ___ Internet website/ blog
___ Other, if so, please explain: ___ Newsletter

4. What keeps you from exercising? 7. I learn best through

50% Not enough time to exercise
33% Visual/tactile experiences
6% No access to a gym or facility
6% No exercise partner 17% Listening (auditory)

___ Lack of finances 50% Actively participating

33% Lack of motivation
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Appendix C
Teaching Plan
Objectives (minimum of Content Outline * Method of Time Resources Method of Actual
3; 1 from each domain) Presentation Allotted Evaluation Outcomes

(In
minutes)

Discuss briefly Instruction/Lecture 10 Power Question and Students

how physical minutes Point answer demonstrate
1. Cognitive activity affects (question in knowledge of
Domain: sleep patterns Power Point) the benefits of
after a 30- and mood, as weekly
minute well as the physical
teaching various body activity as well
session, the systems: as the risks
student will Cardiovascular associated
be able to system, with leading a
explain three Respiratory sedentary
benefits of system, lifestyle.
weekly Musculoskeletal
physical system and
activity. Gastrointestinal
system

Describe how
the lack of
routine physical
activity/ a
sedentary
lifestyle can
increase an
individuals risk
for obesity,
which increases
ones risk for
diabetes
mellitus,
hypertension,
stroke, etc.

2. Affective
Domain: Group
Encourage 10 Discussion Likert scale discussion
during the group Group Discussion minutes prompt
group lead to the
discussion in on Power
discussion, discovery of
which the Point
the student personal
students will
will barriers that
consider
acknowledge prevent the
personal
barriers to students from
barriers as well
physical getting weekly
as motivators
activity as physical
to weekly
well as activity as well
physical activity
motivators. as personal
Summarize the beliefs and
common attitudes
barriers and regarding
motivators
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identified by physical
the students activity.

3. Psychomotor
Domain: Demonstrate Students
After a 30- exercises that Demonstration, 10 A chair, a Observation of demonstrate
minute they can fit into return minutes water return exercises that
teaching their busy demonstration bottle and demonstration can be done
session, the schedules while canned while at
student will at home or in food home/in their
be able to their dorm. dorm or
demonstrate during a study
exercises break in order
that they can to aid in
do while at incorporating
home/in physical
their dorm. activity into
their weekly
schedules.
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Appendix D
5 Point Likert Scale for Affective Domain
Strongly Strongly
Disagree Agree
Question 1 2 3 4 5

1 Do you feel that weekly

physical activity is important?
2 Will you incorporate weekly
physical activity into your
weekly schedule in the future?
3 Do you believe that the risks
of physical inactivity are a
threat to your health?
4 Do you believe that the
benefits of incorporating
physical activity into your
weekly schedule outweigh the
inconvenience?
5 Has this teaching session
changed your perspective
relative to the benefits of
weekly physical activity?
6

10

11

12

13

14
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Appendix E
Power Point Presentation
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