BARRIERS TO HEALTHY BEHAVIOR
Review pages 4 – 14 of the School District Wellness Policies: Evaluating Progress and Potential for Improving Childrens Health Three Years after the Federal Mandate report. Reflecting on this report and given that: ENERGY INTAKE – ENERGY EXPENDITURE = ENERGY BALANCE, where “energy intake” refers to what we eat and “energy expenditure” is defined by how much we exercise; then “energy balance” is defined as the relationship between intake and expenditure.
Write a paper (2 pages) describing challenges and opportunities teachers, health educators, health professionals, and parents in this country face in overcoming the epidemic of childhood obesity.
The following items in particular will be assessed:
Describe several of the reasons that childhood obesity is on the rise.
Identify at least 3 barriers to improving children’s nutrition and physical acitvity.
What are the trends regarding effectiveness of school-based wellness policies?
What opportunities exist to improve school-based wellness policies?
Your paper will be graded on the following factors:
Original work—the paper is your own work, not copied or paraphrased from any other sources.
References—information provided in your must be based on your literature search and not merely an opinion. In-text citations and a complete reference list are required. Scholarly and professional sources are required. Wikipedia is not an acceptable source.
Precision—follows all instructions and answer each part of the assignment.
Breadth—shows broad knowledge of the topic (multiple perspectives and references, multiple issues/factors considered, as appropriate).
Depth—provides detail to show more critical thought specific to the assignment.
Clarity—clear explanation and discussion in addressing the assignment.
Critical thinking—thinking that goes beyond simple description, repetition, or quotation, and comes to a relevant conclusion.
Application—the extent to which you apply the information to a real-life situation related to the assignment.
Length—meets page requirements as stated in the assignment.
Required 30-minute Tutorial for developing good goals and SMART objectives:
CDC (2011) Writing Good Goals and SMART Objectives – Tutorials. Retrieved fromhttp://www.cdc.gov/healthyyouth/tutorials/writinggoal/index.htm
Centers for Disease Control and Prevention (2008). Developing strategies for program success. Retrieved July 1, 2012 from http://www.cdc.gov/HealthyYouth/evaluation/pdf/ertnews_fall08.pdf
Centers for Disease Control and Prevention (2009). Writing SMART objectives [Evaluation Briefs No. 3]. Retrieved July 1, 2012 from http://www.cdc.gov/healthyyouth/evaluation/pdf/brief3b.pdf
Fitzgerald, N. & Spaccarotella, K. (2009 February). Barriers to a healthy lifestyle: From individuals to public policy—an ecological perspective. Journal of Extension, 47(1), 1-9. Retrieved July 1, 2012 from http://www.joe.org/joe/2009february/pdf/JOE_v47_1a3.pdf
Glasgow, R.E. (2008). Perceived barriers to self-management and preventive behaviors. Health Behavior Constructs: Theory, Measurement & Research. Rockville, MD: Cancer Control and Population Sciences, National Cancer Institute. Retrieved July 1, 2012 fromhttp://cancercontrol.cancer.gov/brp/constructs/barriers/barriers.pdf
National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health (2011). Workplan template. Program management. [Tools and resources]. Retrieved July 1, 2012 from http://www.cdc.gov/dash/program_mgt/801_resources.htm
Chriqui JF, Schneider L, Chaloupka FJ, Gourdet C, Bruursema A, Ide K & Pugach O. (2010).School District Wellness Policies: Evaluating Progress and Potential for Improving Childrens Health Three Years after the Federal Mandate. Health Policy Center, Institute for Health Research and Policy, University of Illinois at Chicago. Retrieved July 1, 2012 fromhttp://www.bridgingthegapresearch.org/_asset/r08bgt/WP_2010_report.pdf