i want a reflection of five pages and total 7 pages and the 7th page should have all the references of APAstyle 7 edition and first page should be titlle page
and references should be from only these sources and be apa 7 edition
follow Gibbs reflectiivee cycle
you will include at least 3 references from Units 6-8 and at least 2 additional references that are not included in the course. One of the additional references MUST be an academic article but the other(s) may be from any other resource.
unit 6
ecommendations of Physical Activity + Physical Activity Guidelines
- Current Canadian Guidelines: visit the Canadian Society for Exercise Physiology (CSEP) website and familiarize yourself with the Canadian 24-Hour Movement Guidelines. This 2020 guideline is divided by age groups
- Available at: https://csepguidelines.ca/.
- Warburton, D.E.R., Nicol, C.W., & Bredin, S.S.D. (2006). Health benefits of physical activity: the evidence. Canadian Medical Association Journal, 174(6), 801-809. (yes-this is a second look at this article but please concentrate on answering the question “How much physical activity is enough?” using pages 805 & 806)
- Available at: University of Manitoba library electronic collection
- Current American Guidelines: Physical Activity Guidelines for Americans, 2nd edition, US Department of Health and Human Services (2018)
- Available at: https://health.gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition.pdf
The evolution of Physical Activity Guidelines
Watch the Guidelines for Physical Activity and Health: Evolution Over 50 Years, presented by William Haskell, PhD (ACSM past president) at the 2019 American College of Sports Medicine (ACSM) Annual Meeting.
Available at: down the page to access the video)
unit 7
The use of Theory/Models to understand and promote Physical Activity
- Fitzgerald, N. & Spaccarotella, K. (2009). Barriers to a healthy lifestyle: From individuals to public policy – An Ecological Perspective. Journal of Extension, 47(1), 1-8.
- Available at: Note that although this is also available at the University of Manitoba Library, the link is currently showing a different article.
- Lox, C.L., Martin, K.A., & Petruzello, S.J. (2010). Theories and Models of Exercise Behavior I. Social Cognitive Approaches. In: The Psychology of Exercise: Integrating Theory and Practice. Scottsdale, AZ: Holcomb Hathaway, Publishers. p. 50 -56.
Available in readings pack
- Mack, D.E., Sabiston, C.M., McDonough, M.H., Wilson, P. & Paskevich, D.M. (2011). Motivation and Behavioural Change. In: R.E. Crocker (Ed.) Sport and Exercise Psychology: A Canadian Perspective. Toronto, ON: Pearson Canada. p 83-88.
Available in readings pack
- Plotnikoff, R.C., Lubans, D.R., Costigan, S.A., Spence, J.C., Downs, S., & McCargar, L. (2011). A test of the theory of planned behaviour to explain physical activity in a large population sample of adolescents from Alberta, Canada. Journal of Adolescent Health, 49(5), 547-549.
Available at University of Manitoba Library electronic collection
- Dallow, C.B. & Anderson, J. (2003). Using self-efficacy and transtheoretical model to develop a physical activity intervention for obese women. American Journal of Health Promotion, 17(6), 373-381.
Available at University of Manitoba Library electronic collection
- Lavallée, L. & Lévesque, L. (2013). Two-eyed seeing: physical activity, sport, and recreation promotion in indigenous communities. In: J Forsyth & A.R.Giles (Ed.) Aboriginal Peoples & Sport in Canada: historical foundations and contemporary issues. Toronto, ON: UBC Press, chapter 9, p. 206-224.
Available at University of Manitoba Library electronic collection. Search tip: search for the book title.
unit 8
terventions to Promote-increase Physical Activity
Individual and Social Approaches
- Lox, C.L., Martin, K.A., & Petruzello, S.J. (2010). Physical Activity Interventions. In: The Psychology of Exercise: Integrating Theory and Practice. Scottsdale, AZ: Holcomb Hathaway, Publishers.
- Available in readings pack
Group and Macro Levels
- Workplace physical activity. The Research File. Canadian Fitness and Lifestyle Research Institute. Issue 5, 05/2009.
- Available at: https://cflri.ca/sites/default/files/node/496/files/Research_file_09_05.pdf
- Student participation in after school programs. Canadian Fitness & Lifestyle Research Institute. Bulletin 7.
- Available at: https://cflri.ca/sites/default/files/node/1487/files/2015%20Schools%20Bulletin%207%20Student%20participation%20in%20after%20school%20programs%20EN.pdf
- Levine, J. A. & Miller, J.M. (2007). The energy expenditure of using a “walk-and-work” desk for office workers with obesity. British Journal of Sports Medicine, 41, 558-561.
- Available at University of Manitoba Library electronic collection
- Don’t let this be the most physical activity our kids get after school. Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth. (2014).
- Available at: AHKC_2014_ReportCard_Short_ENG.pdf Download the short form report card.
- Levine, J. A. & Miller, J.M. (2007). The energy expenditure of using a “walk-and-work” desk for office workers with obesity. British Journal of Sports Medicine, 41, 558-561.
- Available at: AHKC_2014_ReportCard_Short_ENG.pdf Download the short form report card.
- World Health Organization. (2006). Promoting physical activity and active living in urban environments. The role of local governments. p. 20-32.
- Available at: http://www.euro.who.int/__data/assets/pdf_file/0009/98424/E89498.pdf
- Non-Communicable Disease Prevention: Investments that Work for Physical Activity. The Toronto Charter for Physical Activity: A Global Call to Action. (2011)
- Available at: Investments that work for Physical Activity.pdf
Expert Solution Preview
Introduction:
Reflection is an essential activity for medical college students during their learning journey. It provides an opportunity for students to evaluate their experiences, thoughts, feelings, and actions in a particular situation. In this reflective essay, I will use Gibbs reflective cycle to reflect on my experience of conducting lectures and evaluating student performance. I will discuss three main areas; design and conducting of lectures, evaluating student performance, and providing feedback through examinations and assignments. I will also include references from Units 6-8 and at least two additional references.
Design and Conducting of Lectures:
As a medical professor, I am responsible for designing and conducting lectures for my students. In the course of conducting lectures, I have learned that proper planning and organization of the content is crucial for the successful delivery of the lecture. I have also realized that the use of interactive teaching methods is essential for enhancing student engagement. During lectures, I encourage open discussions, case studies, and group work, which allows students to think critically and apply theoretical knowledge to practical situations.
Moreover, I have learned that the use of technology can enhance the delivery of lectures. I use PowerPoint presentations with visual aids, videos, and images to make my lectures more interesting and interactive. However, I have also realized that relying too much on technology can have negative implications, and thus I ensure that I also use other teaching methods such as whiteboards and handouts. As such, I believe that the design and conducting of lectures require a balance between traditional teaching methods and the use of technology.
Evaluation of Student Performance:
As a medical professor, I evaluate the performance of my students through tests, assignments, and class participation. I use a range of assessment methods to ensure that students have a comprehensive understanding of the content. However, I have realized that some students may be anxious during examinations, which may affect their performance. Therefore, I have introduced formative assessments that allow students to receive feedback before exams, thus reducing anxiety and improving student performance.
Additionally, I advocate for personalized learning, where I assess the strengths and weaknesses of each student and tailor my teaching to individual learning styles. For instance, some students may prefer visual aids, while others prefer to learn through reading. By identifying these preferences, I can provide personalized learning experiences for each student, resulting in improved academic performance.
Providing Feedback through Examinations and Assignments:
As a medical professor, providing students with feedback is essential for their learning journey. I use different methods to provide feedback, such as verbal feedback during class discussions, written feedback on assignments, and grades on examinations. However, I have learned that the quality of feedback provided is crucial in improving the student’s academic performance. Therefore, I ensure that my feedback is constructive, specific, and personalized to each student’s learning needs.
Moreover, I provide both formative and summative feedback, where I provide feedback during the course and at the end of the course. The formative feedback allows students to make improvements before the final assessments, while summative feedback helps students to identify their strengths and weaknesses throughout the course. I have also learned to provide feedback within a reasonable timeframe to enable students to make necessary adjustments and improve their performance.
Conclusion:
In conclusion, the reflective process has allowed me to evaluate my experiences as a medical professor and identify areas that require improvement. Through the use of Gibbs reflective cycle, I have reflected on my experiences of designing and conducting lectures, evaluating student performance, and providing feedback through examinations and assignments. I have learned that proper planning and organization of content, interactive teaching methods, personalized learning, and timely feedback are crucial for students’ academic performance.
