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Active Living Every Day 3rd Edition Online Facilitator Training/CE Course With Ebook

Active Living Every Day 3rd Edition Online Facilitator Training/CE Course With Ebook

$530.95 CAD


Product Format
    This package includes the following:
    • Active Living Every Day, Third Edition, ebook
    • Online workbook
    • Online facilitator resources
    • Online continuing education exam
    Active Living Every Day, Third Edition Facilitator Training/CE Course will help you lead clients to a more active lifestyle through facilitation of the Active Living Every Day (ALED) program, which guides people to improve their health through physical activity. When individuals make these changes permanently, they experience real results. The Active Living Every Day program gives participants the knowledge and skills needed to live longer, healthier lives.

    Active Living Every Day facilitators play a key role in helping individuals make these changes. As a facilitator, you’ll help your participants learn skills they can use to integrate physical activity into their daily routines. This facilitator training course introduces you to the concepts you’ll need to lead ALED classes. You’ll learn the principles underlying the program and how to facilitate change in groups of adults who want to become more active.

    This self-directed course enables you to work at your own pace without the help of an instructor. Begin by reading Active Living Every Day, Third Edition—the book that each of your participants will use as you take them through the program. Then read through the online facilitator workbook. Throughout, you’ll explore the evidence-based foundation of the Active Living Every Day program and have the opportunity to evaluate what you learn by completing a chapter review quiz. The facilitator resources provided online include lesson plans, handout materials for your class participants, administrative forms, and program management and marketing materials—everything you need to help your participants make physical activity a regular part of their lifestyle.

    This course is also approved by many organizations as a source of continuing education. Once you complete the course and pass the exam, you can print a certificate for continuing education credits.

    Learning Objectives
    • Cite the mission and major principles and philosophies of the ALED program.
    • Cite the federal physical activity guidelines.
    • List the five stages of readiness to change and the way that each stage differs from the others.
    • Describe the cognitive and behavioral skills taught in ALED to assist participants in the behavior change process.
    • Explain the ALED curriculum and the way in which it is organized.
    • Identify the resources available to help deliver the ALED sessions.
    • Recognize the major components of the lesson plan and understand how to use the lesson plans for conducting ALED sessions.
    • Identify the major learning objectives, special concerns, and special preparation needs for each session.
    • Describe how a group session is delivered and how the meeting is structured.
    • Explain the facilitator’s role.
    • Explain how to administer the four A’s of facilitating change and use listening behavior and supportive feedback skills.
    • Identify common types of participant personalities and typical characteristics of each.
    • Develop and implement strategies for effectively dealing with challenging personalities within a group or individual format.


    Wellness providers at private sector workplaces, parks and recreation departments, community colleges, and community-based organizations such as government agencies, military installations, hospitals and health care providers, public health organizations, and senior centers. Also for personal trainers and wellness coaches seeking to round out their services within their scope of practice.
    Chapter 1. ALED Program Philosophy
    Introduces you to the mission and principles of the ALED program and explains how applying these concepts can help your participants improve their health and quality of life.

    Chapter 2. Behavior and Health
    Explains the connections between certain behaviors and good health.

    Chapter 3. The Case for Physical Activity
    You’ll learn about public health guidelines and the research that has identified the benefits of improving health through physical activity.

    Chapter 4. Four Primary Theories
    We’ll discuss why theories such as social cognitive theory are important to helping people increase their levels of physical activity.

    Chapter 5. The Transtheoretical Model
    You’ll learn about the primary theory used in ALED: the transtheoretical model, often called the stages of change model.

    Chapter 6. Scientific Basis for ALED
    Explains the solid scientific foundation on which your ALED program is based.

    Chapter 7. Principles of Adult Learning
    We’ll discuss how adults learn best and what that means for you as a facilitator, including how you can improve learning and keep participants’ attention in class.

    Chapter 8. The Facilitator’s Role
    You’ll learn how to use general counseling principles to improve your effectiveness as a facilitator and understand the important areas of ethics and confidentiality.

    Chapter 9. The Logistics of Facilitating
    You’ll learn how to prepare for each class session and how to maximize participation in your program.

    Chapter 10. Evaluating Your ALED Program
    We’ll talk about how to evaluate the processes and outcomes of your ALED course.

    Chapter 11. Adaptations and Special Uses of ALED
    You may want to modify an ALED program, so we’ll explain what you can and cannot change along with adaptations you might make for special populations or different settings.

    Chapter 12. Management of Your ALED Program
    Explains how to identify budget items and complete a budget worksheet, along with exploring how to efficiently market and promote ALED to your target audience—everything you need to build a cost-effective, high-caliber program.

    Chapter Review Quizzes Answer Key
    Appendix: Overview of Sessions
    Steven N. Blair, PED, is a distinguished professor emeritus in the departments of exercise science and epidemiology and biostatistics at the Arnold School of Public Health at the University of South Carolina. His research focused on the associations between lifestyle and health, with a specific emphasis on exercise, physical fitness, body composition, and chronic disease. Listed as one of the world’s most influential scientific minds by Thomson Reuters, Blair has published more than 700 papers and chapters in scientific literature. With over 60,000 citations of his body of work (h-index of 114), he is one of the most highly cited exercise scientists.

    Blair is a fellow of the American College of Epidemiology, Society of Behavioral Medicine, American College of Sports Medicine, American Heart Association, Obesity Society, and European Society of Preventive Medicine. He is a retired fellow of the Royal Society of Medicine–London and the National Academy of Kinesiology. A past president of the American College of Sports Medicine, National Coalition for Promoting Physical Activity, and the National Academy of Kinesiology, he is the recipient of four honorary doctoral degrees. He has received awards from many professional associations, including a MERIT Award from the National Institutes of Health, an Honor Award from the American College of Sports Medicine, and a Population Science Award from the American Heart Association. He is one of the few individuals outside the U.S. Public Health Service to be awarded the Surgeon General's Medallion.

    Andrea L. Dunn, PhD, is an emeritus senior scientist from Klein Buendel in Golden, Colorado, where she conducted research funded by the National Institutes of Health (NIH) aimed at dissemination of evidence-based programs through uses of technology, including websites and Internet-based television. Prior to her time at Klein Buendel, she served at The Cooper Institute as an investigator of several NIH-funded research projects aimed at increasing and maintaining physical activity in sedentary adults, and she cowrote the curriculum for Project Active and PRIME (Physically Ready for Invigorating Movement Everyday), the basis for Active Living Every Day. She also served as the principal investigator of research aimed at examining how much exercise is needed to reduce depressive symptoms in individuals diagnosed with major depressive disorder.

    Dunn was named the 2012 Dorothy Harris Memorial Scholar by the Pennsylvania State University department of kinesiology and was the 2017 recipient of the Distinguished Alumnus Award from the department of kinesiology in the College of Education at the University of Georgia. She is a fellow of the American College of Sports Medicine and the Society of Behavioral Medicine.

    Bess Marcus, PhD, is dean of the School of Public Health and a professor of behavioral and social sciences at Brown University. She is a clinical health psychologist who has spent over 25 years conducting research on physical activity behavior and has published over 250 papers and book chapters as well as three books on this topic. She has developed a series of assessment instruments to measure psychosocial mediators of physical activity behavior and has also developed low-cost interventions to promote physical activity behavior in community, workplace, and primary care settings. Marcus served on the executive committee for the development of a National Strategic Plan for Physical Activity and on the board of directors for the National Physical Activity Plan Alliance.

    Ruth Ann Carpenter, MS, RDN, has extensive experience developing and delivering innovative behavior-change programs in print, face-to-face, and online formats for public health entities, nonprofits, corporations, and the military. Carpenter received a master of science degree in applied nutrition, with extra coursework in exercise physiology, from Pennsylvania State University. Her career traced the arc of the disease prevention and population health fields, first focusing on translating behavioral science into consumer-oriented lifestyle-change interventions. She then pivoted to create train-the-trainer models that amplified program reach through dissemination by paraprofessionals, peers, and commercial partners. Along the way, she obtained a second master’s degree in instructional systems and online learning to strengthen her capacities for harnessing technologies to train and support those who work to transform the health of individuals, organizations, and communities.

    Carpenter has authored six consumer books and 15 research articles in nutrition, physical activity, weight management, and health promotion. She worked for 22 years at The Cooper Institute in Dallas, Texas, and currently consults with organizations—including the American Heart Association and the National Heart, Lung, and Blood Institute—to create and disseminate content and training assets that advance their missions.

    Peter Jaret, MA, is an award-winning journalist who writes widely on health, business, science, food, and the environment. His work has appeared in the New York Times, National Geographic, Newsweek, National Wildlife, Los Angeles Times, Chicago Tribune, and numerous other publications. He has also served as contributing editor for Health, Reader’s Digest, Alternative Medicine, and Eating Well magazines.

    Jaret was the recipient of the 1992 American Medical Association award for medical reporting. In 1998 and again in 2008 he received the James Beard Award for journalism. The author of many books on health and science, Jaret received a bachelor’s degree from Northwestern University and a master’s degree in English and American literature from the University of Virginia.

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