KINS 2030 Physical Activity, Health & Wellness PDF

KINS 2030 Physical Activity, Health and Wellness Creating a Physically Active Lifestyle Learning Objectives By the end of this lecture you should be able to: Describe the primary and secondary risk factors that contribute to cardiovascular health Compare and contrast the physical activity...

KINS 2030 Physical Activity, Health and Wellness Creating a Physically Active Lifestyle Learning Objectives By the end of this lecture you should be able to: Describe the primary and secondary risk factors that contribute to cardiovascular health Compare and contrast the physical activity recommendations for individuals with type 1 or type 2 diabetes Describe the role of physical activity during the treatment of and recovery from cancer Recognize the importance of maintaining our musculoskeletal health Identify physical activity factors related to bone health Describe the role of physical activity in attaining and maintaining mental health Identify the role of physical activity in managing the stress response in both the short and long term Cardiovascular Health Cardiorespiratory fitness refers to the ability of the heart, lungs, and vascular system to function effectively and efficiently It involves: Blood pressure Blood fats Blood sugars Body weight Stress management Physical activity Cardiovascular Health Primary risk factors for cardiovascular health: Hypertension Hyperlipidemia Smoking Inactivity Secondary risk factors of cardiovascular health Stress Obesity Diabetes Diabetes refers to a group of diseases characterized by persistently high levels of glucose in the blood Type 1 diabetes Autoimmune disease in which the immune system destroys insulin- making beta cells Type 2 diabetes Insulin production is deficient or the body is not able to use all the insulin available Gestational diabetes Occurs during pregnancy with type 2 characteristics Diabetes Physical activity is important in blood sugar regulation Diabetes Cancer Cancer refers to diseases characterized by the uncontrollable growth and spread of abnormal cells 2 lifestyle behaviours that increase the risk of cancer: Low levels of physical activity High levels of sedentary behaviours Excessive sedentary time (six or more hours per day) in thos who meet the minimal physical activity recommendations still increases the risk for cancer  Cancer Physical activity reduces the risk for cancer by several physiological and psychological systems including: Regulation of energy balance Maintaining body weight Maintaining physical fitness Mechanical regulation Immune system functioning Hormonal regulation Cancer Physical activity suggestions for the prevention, treatment, recovery and post-treatment of cancer Musculoskeletal Health Musculoskeletal health refers to the overall well-being of our skeletal muscles Includes our muscles, tendons, ligaments, bones, joints and the associated tissues that allow our body to move Activities that develop core body endurance include yoga and other full-body exercises, such as push-ups, curl-ups, etc. Combined with higher levels of static and dynamic balance, musculoskeletal strength and endurance plays a role in maintaining posture and preventing falls Bone Health Bone health refers to attaining and maintaining a sufficiently strong skeleton Early adult years require developing and maintaining bone density Older adults at some point will no longer be able to develop bone density, just maintain it Osteoporosis is a disease characterized by low bone mass and deterioration of bone tissue, which results in an increased risk of fracture Managing Stress with Physical Activity Physical activity is one of the most effective stress management tools It has both acute and long-term effects Acute Releases endorphins – mood enhancing, pain reducing Long-term Physically fit body clears stress- related chemicals faster Mental Health Physical activity may be useful in reducing depressive symptoms for those who are mildly or moderately depressed Release of endorphins Better sleep Regular physical activity appears to help preventing, or at least delaying Dementia Alzheimer’s disease KINS 2030 Physical Activity, Health and Wellness Creating a Physically Active Lifestyle Learning Objectives By the end of this lecture you should be able to Understand the difference between movement and exercise Evaluate lifestyle choices that reflect active living Identify the impact of physical activity on morbidity and mortality Identify the health risks of excessive sedentary behaviours Analyze common supports and barriers to physical activity Physical Activity Recommendations Canadian Society for Exercise Physiology recommends that adults aged 18 to 64 years should: Obtain at least 2.5 hours of physical activity each week Physical activity should be in bouts of 10 minutes or more of moderate- to vigorous intensity Moderate intensity requires: 40-60% of our aerobic capacity 50-70% of our maximum heart rate Vigorous intensity requires: 60-80% of our aerobic capacity 70-85% of our maximum heart rate Physical Activity Recommendations Active Living Active living is a lifestyle approach to being physically active Involves choosing movement whenever possible Use the stairs instead of the elevator or walk or bike instead of driving Choosing recreational activities that are active Going for a hike Playing catch or other sports Active dates (ie. walk in a park) Active Transportation Using our own energy to get where we need to go (or even to get us part way there) In cities, walking 2 kilometers or less the fastest mode of transportation In cities, cycling 10km or less is often the quicker option Only about 6-7% of Canadians walk to work and about 1% cycle to work Exercise Physical activity refers to any bodily movement that engages the skeletal muscles and expends calories Physical fitness refers to our ability to accomplish all that we need to in a day and have energy left over for emergencies Divided into health – or performance –related components Exercise refers to an intention to move, often with a repetitive pattern and desire to enhance or maintain the health-related components of physical fitness Training involves planned, structured movements done repetitively with the goal of improving the performance-related components of physical fitness Exercise Relationships between physical activity, physical fitness and health is triangular Higher levels of physical activity are associated with better health outcomes Inactivity is associated with poorer health Poor health has a negative impact on our level of physical activity Influence on Morbidity and Mortality Research indicates that individuals who are the least active and least physically fit are at the greatest risk of morbidity and mortality However, idea that “more is better” is not true Too much activity is called overtraining Relationship between physical activity and health is a J-shaped curve Defining Sedentary Behaviour Essential sedentary behaviours include: Class lectures, group discussions, studying, writing papers, and commuting to and from work/school Non-essential sedentary behaviours include: TV or movies, playing video or computer games, surfing the internet and social media browsing Take breaks from sitting or interrupt your sedentary time Health Risks of Sedentary Behaviour Excessive sedentary behaviours are associated with: Higher levels of blood fats (triglycerides) Lower levels of HDLs Reduced insulin sensitivity Poorer bone health Increased blood pressure Reducing Sedentary Time The objective of reducing sedentary behaviours is to interrupt or change the way we doing things Examples of ways to reduce sedentary behaviours: Make it acceptable to stand in the back of a classroom or at meeting Create active workstations Standing desks Bike desks Walking meetings Supports to Physical Activity Supports for physical activity include: Our attitudes People we hang out with Circumstances we find ourselves in Location of facilities Equipment needed Our expectations Barriers to Physical Activity Barriers to Physical Activity I don’t have the time to exercise I don’t know how to exercise Exercise is too inconvenient I am not fit enough to exercise Exercise can be painful or dangerous I get enough exercise at work Exercise is too expensive Exercise is too physically demanding I am too old to start exercising I don’t believe in exercise Managing our Barriers Need to ask yourself: Are you aware of the physical and mental health benefits? Is there something about being physically activite you do not like? What changes can you make to reach the physical activity guidelines? What stops you from being physically active? When are some opportunities to be physically active Enhancing our Supports Start with our attitude, is it positive? Reflect on people, places, and things that support our physical activity Consider accessibility to facilities and equipment KINS 2030 Physical Activity, Health and Wellness Introduction to Course Land Acknowledgement We are grateful to be gathered together on traditional, ancestral and unceded territory of the Musquem First Nation About me…☺ KINS 2030 3 credits, university transferrable Mixed-mode format (involving self-directed learning in addition to face-to-face classes) Explore ways in which health and wellness are impacted by nutrition, stress, sleep and physical activity Learning Objectives Define health and wellness Describe the health benefits of physical activity Apply Canada’s Food Guide for the promotion and maintenance of health and wellness Describe the roles of stress, sleep, and physical activity in maintaining health and wellness Identify controllable and uncontrollable risk factors associated with chronic diseases Describe steps to reduce their own risk of developing chronic disease Textbook Fit & Well: Core Concepts and Labs in Physical Fitness and Wellness 6th Ed. By Thomas Fahey, Paul Insel, Walton Roth, Ilsa Wong Required textbook available through Langara Bookstore KINS 2030 All material will be posted on Brightspace, it is your responsibility to check daily Video lectures with PowerPoints and additional testable material will be up every Thursday morning Associated quizzes will be posted each Thursday and due every Monday at 11:59pm Labs 2 Lab Assignments Based on personal assessments and applying research to your personal health journey Must be due within first 5 minutes of class otherwise considered late Late assignments will be docked 10% each day they are late for a maximum of 3 days, assignments submitted beyond 3 days will not be accepted Grade Distribution Participation 5% Quizzes 12% Labs 18% Midterm Exam 30% Final Exam 35% Equaling to 100% Department Guidelines for Percentages and Letter Grades A+ 92%-100% A 87%-91% A- 82%-86% B+ 78%-81% B 74%-77% B- 70%-73% C+ 65%-69% C 60%-64% C- 55%-59% D 50%-54% F 0%-49% N Incomplete Class Schedule Course outline is subject to change* College Policies E1003 – Student Code of Conduct F1004 – Code of Academic Conduct E2008 – Academic Student Standing and Academic Probation and Academic Suspension E2006 – Appeal of Final Grade E2011 – Withdrawal from Courses Department of Kinesiology Policies Attendance – Show up! Exams are mandatory to receive course credit Final grade cut-offs, I will NOT bump up your grade, against college policy No plagiarism or cheating is accepted Special accommodations – please notify me ASAP! Let’s connect! Feel free to reach out to me by email at [email protected] Book an appointment with me for office hours Tuesdays and Wednesdays from 10:30-12:20pm Office: L306a General Class Expectations Our classroom with be a safe and inclusive space for all to learn Be respectful! Refrain from unnecessary electronic use NOT permitted to record lectures (audio or visual) without expressed written consent of the instructor Next Steps Buy the textbook, read the associated pages for this week, watch the lecture and complete the quiz for Monday by 11:59pm Introduce yourself on Brightspace Discussion board “Education is the most powerful weapon which you can use to change the world” -Nelson Mandela Questions? KINS 2030 Physical Activity, Health and Wellness Learning about Physical Fitness Learning Objectives By the end of this lecture you should be able to: Explain the FITT prescription for developing physical fitness Understand the workout design to improve physical fitness Define health-related components of fitness Cardiorespiratory Endurance Muscular Strength Muscular Endurance Flexibility Body Composition FITT Prescription F= Frequency – how often an individual trains or exercises I= Intensity – how hard an individual trains or exercises T= Time – how much time an individual trains or exercises for T= Type – refers to the type of exercise FITT Prescription The Workout Design WARM UP: First component of every workout Purpose is to prepare the body for more intense exercises Typically 5 to 15 minutes Should gradually increase – heart rate, breathing, blood pressure, body temperature, joint lubrication, muscle and tendon elasticity Use large body dynamic movements The Workout Design Conditioning: Second Component of every workout Can include any of the following Cardiorespiratory endurance Muscular strength Muscular endurance Described in the FITT prescription The Workout Design Cool Down: Third component of every workout Purpose is to return mind and body to a resting state Typically 5-15 minutes Should slowly reduce heart rate, breathing, rate, blood pressure and body temperature to resting values Health Related Fitness Cardiorespiratory Endurance Refers to the ability of the heart, lungs and blood system to function effectively and efficiently Frequency – 3 to 5 times per week Intensity – 70-90% of maximum heart rate Time – 20-60 minutes at an exercising heart rate of 70-90% of maximum Type – any vigorous or continuous physical activity Cardiorespiratory Endurance 18-24 hours between exercise sessions Exercising six or seven days per week increases risk of overtraining Intensity is calculated 70-90% of the maximum heart rate 30 minutes is recommended for health-related cardiorespiratory physical fitness Muscular Strength Benefits of having strong muscles include: The reduced risk of lower back problems Reduced risk of injury to joints and muscles Frequency – 2 to 4 times per week Intensity – greater than 60% 1-rep maximum Time – 1-3 sets, 3-6 reps/set Type – weight lifting or any other exercise that meets the intensity and time requirements Muscular Strength Isometric contractions Happen without movement Concentric contractions Occur when the muscle is shortened Eccentric contractions Occur when the muscle is being lengthened Muscular Endurance Health benefits of muscular endurance are similar to those for muscular strength Frequency – 2 to 4 times per week Intensity – less that 60% 1RM Time – 2-6 sets, 10-15 reps/set Type – weightlifting or any other exercise that meets the intensity and time requirements Increases in muscular strength are related to increases in muscular endurance; however, the reverse is not true Flexibility Defined as the range of motion around a joint or series of joints. It is joint specific Two ranges of motion: active and passive Benefits include: Better physical performance Better posture and reduced risk of lower back pain Can have a positive impact on our mental health and managing our stress Flexibility Frequency – 4 to 7 days per week Intensity – to the point of tension Time – 10 to 60 seconds per stretch’ 2 to 3 reps Type – stretching, yoga, tai chi, Pilates, dance or gymnastics Different types of stretching include: Static stretching Dynamic stretching Ballistic stretching Proprioceptive neuromuscular facilitation Body Composition Refers to the percentage of fat vs. fat-free weight Reliable means of measuring include: Skinfold measurements Bioelectrical impedance Underwater weighing Dual-energy x-ray absorptiometry KINS 2030 Physical Activity, Health and Wellness Learning about Physical Fitness Part 2 Learning Objectives By the end of this lecture you should be able to: Explain how to develop physical fitness using the principles of training Specificity Recovery De-training Pre-training Overload Define performance-related components of fitness Power Agility Speed Balance Coordination Reaction time Identify physiology & psychological signs of overtraining Identify common injuries & how to reduce risk Principles of Exercise For optimal results, various principles or ”rules” of exercise should be adhered to These include Specificity Recovery Detraining Pre-training Overload Specificity Adapting to type of training Refers to training or exercising the specific component of physical fitness we intend to do Example: cardio vs. strength vs. muscle endurance Also refers to the type of exercises Example: hockey vs. running vs. biking Recovery Vitally important to have sufficient time to heal and adapt to the workload applied Duration varies related to: Component of physical fitness Level of fitness Level of intensity Detraining Adapting to a reduction in training The loss of fitness gained if minimal level of exercise is not maintained Effects can be felt after several days of inactivity Takes several weeks before all the effects of training are lost Pre-training An exercise plan prescribed for individuals with very low levels of physical fitness/sedentary individuals Much lower rate of increase and starting point Main purpose = allow people to adhere to an exercise program Ideal length = 2-3 weeks Overload Adapting to the amount of training Placing increasing amounts of stress on the body causes adaptations that improve fitness Amount of overload needed to maintain or improve a particular level of fitness is determined through the FITT acronym Performance-Related Components of Fitness Power Agility Balance Coordination Reaction time Speed Power Involves a combination of strength and speed Frequency – 2 to 4 times per week Intensity – high intensity (>60% of 1RM) with speed Time – 1-3 sets; 3-6reps/set Type – plyometric training, jumping circuits, resistance training with added speed Agility Ability to change the direction of the body quickly and efficiently Involves a combination of balance, strength, speed and coordination Sport-specific requirements for agility should be addressed regularly in both on- and off-season training Frequency – at each training session, time should be spent on agility training Intensity – exercises need to be relatively fast paced Time – can be part of the warm-up Type – various activities done with agility ladders; games of tag Balance Refers to the ability to maintain equilibrium, either while standing in place or in motion Coordination of muscles and the proprioceptive sensory functions Two types: static balance and dynamic balance Coordination Refers to the ability to control our body with or without: Movement Implements Opponents and teammates Reaction Time Refers to the amount of time it takes to respond to a stimulus Determined by several factors including: The number of stimuli to respond to The various ways to respond The capacity or ability to respond Speed Refers to the quickness of the body as a whole or of a particular component Frequency – 2 to 4 times per week Intensity – 85 to 100% of maximum speed Time – depends of the event Type – specific to event, eg. putting for shot put, slap shots for hockey, pitching for baseball, sprinting for running Signs of Overtraining Physiological symptoms include: Extreme muscle soreness Gradual increase in muscle soreness Loss of appetite Unexplained weight loss Constipation or diarrhea Unexplained inability to complete a workout Increased release of the stress hormone cortisol Amenorrhea (the absence of menstruation) Decreased testosterone in males Increased rate of illness and slower healing Signs of Overtraining Psychological signs include: Depression, including feeling of sadness and general apathy Chronic fatigue Changes in personality, including emotional instability and fear of competition Decreased self-esteem and motivation to work out; giving up when the going gets tough Difficulty concentrating at work, school, or during training; easily distracted during tasks Common Injuries Contusions result when blood vessels are damaged or broken because of a blow to the skin Strains refer to damage to a muscle of its tendons Sprains refer to damage to a ligament Blisters refer to fluid – (water or blood) or air-filled bubbles that form under the skin Reducing Common Injuries Remember “RICE” R = Rest – required to reduce risk of further injury or irritation I = Ice – relieves pain and reduces internal and external bleeding C = Compression – to further reduce risk of injury or to reduce swelling E = Elevate – also helps to reduce internal bleeding Exercising or Training in the Cold/Heat Hypothermia – abnormally low core body temperature First sign = shivering, followed by cold hands and feet, poor judgement, apathy, and amnesia Heat stress: Heat cramps – muscle cramps, prevented by adequate hydration & electrolyte intake Heat exhaustion – results after considerable water loss or dehydration Heat stroke – life threatening emergency, body’s cooling mechanism is shut down KINS 2030 Embracing Health & Wellness  Learning Objectives Define health and wellness Describe the 9 key dimensions of wellness Appreciate the changes in diseases over time What is health?  Health The World Health Organization defines health as a “state of complete physical, mental and social well- being and not merely the absence of disease or infirmity” – (WHO 1948) Can be determined or influenced by factors beyond your control – Age – Genetics – Ethnicity – Family history  What is wellness? The World Health Organization defines wellness as “a conscious, self-directed and evolving process of achieving full potential” So what is the difference between health and wellness? Physical Wellness “movement is medicine”  Physical Wellness Fitness level – Cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition Exercising Nutritious diet Sleep and rest Regular check-ups Avoiding harmful habits Emotional Wellness  Emotional Wellness Understanding and dealing with your feelings Capacity to regulate emotions and react relative to a situation Self-acceptance – Personal satisfaction Self-esteem – Others perceive you Self-confidence – Both acceptance and esteem Effective coping skills and stress management techniques Reframing thoughts and building a sense of resilience Intellectual Wellness  Intellectual Wellness Constantly challenging you mind Self-directed learner Openness to learn, seek new experiences and build a sense of curiosity Critical thinking skills to capacity to question Sense of creativity and humour Admit not knowing to discover new information – Avoid the trap of imposter syndrome Interpersonal Wellness  Interpersonal Wellness Develop and maintain trustworthy and supportive relationships Building your network Effective communication and setting boundaries as needed Connection to community and contributions to causes and programs Cultural Wellness  Cultural Wellness Interactions with people from different ethnicities, religions, genders, sexual orientations, ages, and customs Removing judgments and stereotypes Valuing and celebrating different cultural ways people interact in the world Environmental Wellness  Environmental Wellness Livability of your surroundings Spaces where we feel safe and suit our needs Shelter and housing that is affordable and accessible Natural resources 5 Rs: Refuse, Reduce, Reuse, Recycle and React Financial Wellness  Financial Wellness Living within your means and managing your money Balancing income and expenses and staying out of debt Understanding you financial status and budgeting Basic awareness of credit and filing taxes Savings for the future and safety net for emergencies Occupational Wellness  Occupational Wellness Happiness and fulfillment through educational choice and eventual career Feel a connection to workplace and coworkers Opportunities to learn and be challenged Interests, passions and skills enable you to contribute to society Spiritual Wellness  Spiritual Wellness Set of guiding beliefs, principles or values that give meaning to life Unique to each person and to be self-discovered Religion can help but its not the only source: – Nature – Art – Meditation  Infectious vs. Chronic Disease Causes of Death Then (1900s) vs Now (2000s) Pneumonia Heart Disease Tuberculosis Cancer Diarrhea Stroke Life expectancy has increased in QUANTITY but QUALITY of life is significantly impacted by chronic disease  Chronic Diseases Diseases that develop and continue over a long period of time; usually caused by a variety of factors, including lifestyle factors Common features: – A long development period – Complex causality with multiple factors leading to onset – A prolonged course of illness, perhaps leading to other health complications – Associated functional impairment or disability – Sometimes have acute exacerbations or ‘flare-ups’ Social Determinants Of Health  Genetics vs. Environment Genetic predisposition – Example: cancer, cardiovascular diseases, type 2 diabetes Environment – Example: a poor diet may contribute to getting type 2 diabetes and a good diet and exercise may prevent or delay type 2 diabetes Genetics vs. Environment Chronic Disease  Key Points Health is a condition of the body or mind and can be influence by factors beyond your control compared to wellness and lifestyle factors which is within your control There are 9 key dimensions of wellness and all must be recognized and valued equally Life expectancy has increased in terms of quantity but for many Canadians quality of life is negatively impacted by chronic diseases  “The life we end up with is simply an accumulation of the choices we make” Darren Hardy – New York Times Bestseller of The Compound Effect KINS 2030 Physical Activity, Health and Wellness Behavioural Change Learning Objectives By the end of this lecture you should be able to: Understand how your environment affects your habits Explain the power of the 1% rule Identify and understand the four stages of habit formation Identify and understand the four laws of habit change and how to break bad habits (inversion laws) Understand the importance of building a systems vs. outcome goals Habits and Behaviour Habits: acquired behaviour patterns that are regularly followed until almost involuntary Behaviours: the way in which a person acts in response to a particular situation or stimulus We are creatures of habit – our behaviours shape us physically & mentally Behaviours and the Environment Habits are often created by our environment Habits can largely be triggered Understand your surroundings (physical & social) and how they affect your habits Lifetime Habits Constantly work on achieving healthy habits through continuous improvement We are wired to take the path of least resistance Need a change mindset for REAL change to occur Healthy Behaviours You affect more people around you than you realize Healthy behaviours are powerfully contagious and influential LEAD by example Why is habit change so hard? 1. Most of what we do we don’t even realize why/when we do it 2. Change is scary Power of Small Habits Goal is to improve by 1% everyday Small adjustments can equal a major transformation Psychology of Habits 1. Reminder 2. Routine 3. Reward Habit Formation Four Stages 1. The Cue 2. The Craving 3. The Response 4. The Reward Four Laws of Habit Change Law 1: Make it Obvious (cue) Law 2: Make it Attractive (craving) Law 3: Make it Easy (response) Law 4: Make it Satisfying (reward) Breaking Bad Habits Inversion of Law 1 (cue): Make it invisible Inversion of Law 2 (craving): Make it unattractive Inversion of Law 3 (response): Make it difficult Inversion of Law 4 (reward): Make it unsatisfying Defining Success Deepest layer of habit formation = identity Goal driven behaviour ignores the process and focuses on the final outcome “You do not rise to the level of your goals, you fall to the level of your systems" Accountability Enlist support network Journal daily practices KINS 2030 Physical Activity, Health and Wellness Discovering Personal Approaches for Healthier Living– Models of Change Learning Objectives Describe the Health Belief Model Identify the stages of change in the Transtheorectical Model of Change Understand the Theory of Reasoned Action Described cognitive and behavoural approaches to change  Health Belief Model For action to take place: Believe they are susceptible to the health issue Recognize the health issues as serious Believe that the new actions will have an impact Barriers or challenges to taking a particular action must be perceived as manageable Transtheoretical Model of Change Five Stages 1. Precontemplation 2. Contemplation 3. Preparation 4. Action 5. Maintenance Transtheoretical Model of Change Precontemplation Not even aware of a need to change Example: Inactive and not thinking about becoming more physically active, not aware of reasons to be more physically active Transtheoretical Model of Change Contemplation Aware there is a health issue Thinking that we should change our attitudes or behaviours Example: Inactive and thinking about becoming more physically active; aware of the various reasons to be more physically active  Transtheoretical Model of Change Preparation Made the decisions to change our attitudes or behaviours Example: preparing to do some physical activity, learning about where and how a person might become more physically active (gym membership, fitness classes, walking trails, exercise training plans); and making sure one has the time and other resources needed to engage in physical activity Transtheoretical Model of Change Action Engage in the change we intent to make Example: putting the plan into action by going to the fitness class or gym, walking, cycling, etc. Transtheoretical Model of Change Maintenance: Continue to plan for the new behaviour considering the obstacles or barriers that may make it difficult to sustain the change Example: physical activity becomes a daily habit – something that is done because it is part of everyday life Theory of Reasoned Action Suggests: Our behaviours are a result of our intentions Our intentions are an outcome of our attitudes toward an action and our beliefs about what others want us to do The stronger our attitude and intention to change, combined with positive and supportive influences from those who are important to us, the more likely we are to make that change Cognitive and Behavioural Approaches to Change KINS 2030 Physical Activity, Health and Wellness Discovering Personal Approaches for Healthier Living Learning Objectives Define and understand the difference between values, attitudes and behaviours Identify factors that impact our choices Explain the impacts of habits on health and wellness Recognize the attitudes and behaviours that lead to healthier habits Healthy Living is about choices Values - lasting beliefs or ideals typically shared by the members of a culture Attitudes - a predisposition or tendency to respond positively or negatively towards a certain idea, object, person, or situation Behaviours - a response of an individual to an action, environment, person, or stimulus Factors Influencing Decision Making Factors that influence our behaviours: 1. Relationships 2. Knowledge 3. Personality Factors Influencing Decision Making 1. Relationships – family, friends, and acquaintances; sociocultural norms For example, if we strongly value the relationship we have with our parents, we are not likely to make a decision that contradicts their beliefs or wishes for us. Factors Influencing Decision Making 2. Knowledge Does not equate to behaviours We can get 100% on a test regarding the negative effects of smoking yet still choose to smoke Previous experiences—whether positive or negative—also influences our choices Factors Influencing Decision Making 3. Personality Upholder - scheduler, meets expectations Questioner - motivated by reason, logic, and fairness Obliger - meeting others’ expectations and timelines Rebel - resistant to expectations Impact of Habits Habits Acquired behaviour patterns that are regularly followed until they have become almost involuntary 40% of our behaviours are habits In states of duress, we tend to fall back on our habits, whether good or bad Impact of Habits Some behaviours/habits to reflect on: Sitting down and turning on the TV or scrolling through our phone as soon as you come home from school/work Making a cup of coffee as soon as we wake each day Circling a parking lot looking for the closest spot Drinking excessively when we go out with our friends Snapping at our parent when they repeat a question we do not want to answer Developing Healthier Habits Seven areas where we can develop positive habits: 1. Eat and drink more healthily 2. Exercise regularly 3. Save, spend, and earn wisely 4. Rest, relax, and enjoy life 5. Accomplish more; procrastinate less 6. Simplify, clear, clean, and organize our lives (closet, home, office/study space, car) 7. Engage more deeply in relationships Developing Healthier Habits Actions that positively address those seven areas: 1. Choosing to eat fruit or vegetables with every meal/snack 2. Putting out exercise clothes before bed 3. Depositing a portion of our pay into a savings account 4. Shutting down our electronic devices an hour or so before bed 5. Putting our phones on silent (or away) when at work or studying 6. Hanging up our keys and coat or putting our shoes in the closet as soon as we get home 7. Calling a parents or friend each evening to chat Creating Positive Habits Suggestions that may help us develop positive habits 1. Consider habits that we do every day 2. New habits that are easy to do 3. Focus on our actions, not the outcomes 4. Recognizing what we are gaining 5. Recognizing that it is harder in the beginning 6. Expect more from ourselves 7. Monitor our change 8. Begin making change when you are aware