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Active Living Every Day Facilitator Training Print Course-2nd Edition

Active Living Every Day Facilitator Training Print Course-2nd Edition

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$449.95 CAD

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    Print Course

    The course consists of the following components:
    • Active Living Every Day, Second Edition, text
    • Print workbook
    • Online facilitator resources
    • Final exam (accessed online)
    The Active Living Every Day Facilitator Training 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, Second Edition—the book that each of your participants will use as you take them through the program. Then read through the facilitator workbook. Throughout, you’ll have the opportunity to evaluate what you learn by answering questions and completing reflection activities. 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.

    Learning Objectives
    After reading the book and workbook and successfully completing the 75-question exam, you will be able to do the following:
    • 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.

    Audience

    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.

    Table of Contents

    Course Syllabus

    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
    Glossary
    References
    Active Living Every Day Facilitator Training Practice Exam

    About the Author

    Steven N. Blair, PED, is a professor at the Arnold School of Public Health at the University of South Carolina in Columbia. His research focuses on the associations between lifestyle and health, with a specific emphasis on exercise, physical fitness, body composition, and chronic disease. As one of the most highly cited exercise scientists currently active in research, Blair has published more than 475 articles, chapters, and books in scientific and professional literature. He also was the senior scientific editor for Physical Activity and Health: A Report of the Surgeon General.

    Blair is a fellow of the American College of Epidemiology, Society of Behavioral Medicine, American College of Sports Medicine, American Heart Association, and National Academy of Kinesiology (formerly American Academy of Kinesiology and Physical Education). He was also elected to membership in the American Epidemiological Society. He was the first president of the National Coalition for Promoting Physical Activity and is a past president of the American College of Sports Medicine and the American Academy of Kinesiology and Physical Education.

    Andrea L. Dunn, PhD, is a senior scientist at Klein Buendel, Inc., a health communication research company in Golden, Colorado. She served as the project director and coinvestigator of the Cooper Institute’s Project ACTIVE and PRIME (Physically Ready for Invigorating Movement Every Day) studies, which were large-scale clinical trials involving sedentary adults. These studies helped sedentary adults learn behavioral skills vital for adopting and maintaining an active lifestyle. She has conducted public health research on physical activity interventions to improve a variety of health outcomes, particularly mental health.

    Dunn cowrote the curriculum for Project ACTIVE and PRIME that is the basis for Active Living Every Day. She has led intervention groups that tested the approach, and she is the lead author of the Journal of the American Medical Association article describing its efficacy.

    Dunn has an MS in psychology and a PhD in exercise science and is a fellow of the American College of Sports Medicine and the Society of Behavioral Medicine.

    Bess H. Marcus, PhD, is a professor and the chair of the department of family and preventive medicine at the University of California at San Diego, where she pursues research on physical activity and public health with funding from the National Institutes of Health. A clinical health psychologist who has spent the past 25 years conducting research on physical activity behavior, she has published more than 175 papers and book chapters as well as three books on this topic. 

    Marcus 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 in community, workplace, and primary care settings. She has participated in panels for the American Heart Association, American College of Sports Medicine, Centers for Disease Control and Prevention, and National Institutes of Health; these panels have created recommendations regarding the quantity and intensity of physical activity necessary for health benefits. Marcus also does work examining the benefits of exercise for women who want to stop smoking. She was a contributing author for Physical Activity and Health: A Report of the Surgeon General and a member of the executive committee for the National Physical Activity Plan. Marcus served as an advisor on the curriculum development for the Cooper Institute’s Project ACTIVE study, which was the basis of the Active Living Every Day program.

    Ruth Ann Carpenter, MS, RD, is the founder and lead integrator at Health Integration, LLC. She was the cocreator of the curriculum and group cofacilitator for the Cooper Institute’s Project ACTIVE study, which was the basis of the Active Living Every Day program.

    Carpenter is a registered dietitian nutritionist with a master’s degree in applied nutrition and extensive coursework in exercise science. She has more than 25 years of experience designing, developing, implementing, and evaluating nutrition and physical activity behavior change programs in community and worksite settings. She has coauthored six books and developed educational materials for clients such as the American Heart Association, Kellogg’s, Roche, Tropicana, and Jenny Craig.

    Peter Jaret is a medical journalist whose work has appeared frequently in the New York Times, National Geographic, Reader’s Digest, AARP Journal, Health, National Wildlife, and other publications. He is the author of Impact: From the Frontlines of Global Health (National Geographic Books) and Nurse: A World of Care (Emory University Press).