Complete written course by Dr. Tolbert while he was doing his masters degree in 2002 can be found on the following Weblink
Read below for road map of instructions for using this Web-site.
Multimedia for Learning: Methods and Development (2002)
1. What is the Web in Web based learning?
2. The Web as a delivery Medium.
3. The Web as a Communication Medium.
c. Bulletin Boards
d. Chat rooms
e. Audio teleconferencing
f. Video teleconferencing
4. The Web as a Methodology for learning.
5. Uses of the Web for learning.
6. Use of the Web for learning can be divided into two main categories.
Support for traditional on-site learning.
a. Distance Learning
b. On-site learning
Group two incorporated the methodology of Chapter 11
The following is the Road Map to the Web-site
Image Food: Click on link nutrition for Web information
Image People: Click on link Emotional for check list medical and links
Image runner: Click on link Physical for Web information
By clicking on any of these four links you will be taken to a related subject page.
Nutrition Counseling | Coping with Stress |
Psychology/Mental Health | Physical & Psychological effect
By Scrolling down you will review the following:
Introduction to project
Group two incorporated the methodology of Chapter 11
Introduction to project!
You are a spirit in a fleshly body. Are you taking care of yourself?
There is no one simple answer or solution for the integration of technology into the educational system. Neither is it relevant which topic the facilitator teaches, because the multimedia that the teacher chooses is flexible. Group two decided to present, “Physical Fitness and its Components,”because the subject is not only important to the class but also relevant to society. The amazing fact about the topic is that it allows each member to provide his or her own individual slant and input. Conny was responsible for the physical exercise; Sheron prepared a presentation on nutrition, and Charles prepared the presentation on emotional and mental health.
The integration of the three components (physical, nutritional, and mental), the usage of multimedia using learning styles (Dunn & Dunn), in addition to insuring that Blooms Taxonomy with relevance to computer tools were also integrated throughout the presentation would test the groups knowledge and imagination.
After assignment of responsibility the important question was, “How do we present our findings?” The group focused on a Web-site presentation, but we were limited in knowledge and time to learn how to construct a Web-site from scratch. We considered Pageout but we soon realized it was limited in its ability to add links and that the student did not have access to features which would be needed for the presentation. The group then focused on Front page, unlike Pageout, Front Page did allow for expansion and linking other sites, but because of time limitations it was eliminated. The problem seemed unsolvable. If the group wanted to present their project using technology and a Web-site presentation we had to search for a site that was already constructed that could be modified for the presentation.
It became clear that since Charles had a Web-site, www.cfacs.com, it could be expanded to host this group project. After discussion the group elected to ask the host provider, Earthlink, how we could add a page with links to the different topics. It was determined that a page could be created which could be accessed by www.cfacs.com/health. This page could not only be useful for this group project but also was needed by Cfacs, Inc to teach the importance of being physically fit as well as spiritually knowledgeable.
The group members started gathering information while coordination was being provided by Earthlink technicians, AIU library personnel, Information Technology Advisers from AIU and Cfacs, Inc. Web-site advisers. Questions concerning the Web Home Page, links to other sites, HTML usage, addition of Power Point presentation and Word Documents had to be considered. Thought also needed to be given to the unreliability of the network at AIU and an alternate plan should there be a system outage on the day of the presentation. Can a presentation of this type be backed up on a CD and the CD be provided to the students if either AIU or Earthlink’s system were not operational?
Can a project be prepared in fewer than five weeks and be constructed with relevance to the course requirements? And what are these requirements? The project must first be educational. The student must be entertained and still learn. The presentation would need to incorporate Dunn & Dunn learning styles. We would need to find ways not only for the student/learner to see the presentation (visual), to hear the presentation (audio), but also we would want the learner to participate in the exercise as well as link to the web site and follow the presentation on their own personal computer. A form was constructed which enabled the learner to perform their own self-evaluation and if needed to seek medical guidance prior to any physical fitness program or diet change. This form and the related exercise provide the learner with actual performance of the exercises (tactile). The group would participate in the learning simultaneously and learning station would not be used, although they could have been incorporated into the presentation, due to time constants they were not considered.
Special consideration would need to be given to the bandwidth and time constraints of transmitting the data to the students. The current bulletin board Pageout system and the Internet were used to transmit information and post ideas. E-mail was used for the transmission of ideas and data that was added to the Web-site. Class time allowed the group to exchange ideas and brainstorm. In addition, when needed, the group received tutoring from several outside sources. Bloom’s Taxonomy with Relevance to Computer Tools was given consideration in the construction and presentation of this project. Researching the Web was done extensively in order to find relevant information that would enhance the presentation. Credit would be given to the author of any information used, and this information would be compared to the current knowledge of the student and facilitators. The objective was to insure that all possible means of teaching were considered and each method was evaluated to insure its adaptability to not only class room instruction, but also to home usage. Each aspect of the presentation was analyzed to insure its compliance with course requirements and that the presentation could be duplicated both inside and outside the classroom.
Comments or recommendation by the learners/students were to be posted on Pageout for the group and other students to read. Adjustments were to be made from these comments by Cfacs, Inc. and they would decide whether or not to make this project part of their permanent Web-site.
Schools today throughout the world have come to the conclusion that teaching begins earlier than what was original thought. This idea of teaching the pre-school and even in home teaching should cause the parents to re-evaluate how soon and what they should provide their children. Technology has reached back into the lives of our very young allowing them to be entertained and educated at the same time. It is even more appropriate that knowing how to apply the principles of Dunn & Dunn’s Learning Styles to this young group of learners is of the utmost importance. What concerned us is that teachers may not apply tactile teaching to this young group of children between 3-7. We agreed that teachers need to be informed, keep current, and be observant of the child’s behavior. In doing so they should not take the fun out of learning. We can see by reading the articles that the application of Blooms Taxonomy at the lower level hopefully will come up with a means of evaluating the success of their observations. In the same breath technology can be use to teach all ages the importance of health.
Multi-media is moving into the home as well as the work place, not only will our children need to be educated concerning the application of the tools required to operate this new means of learning but the parents will have to be re-educated so as to keep up with their children. We saw that time is one of the most valuable commodities available to an individual. Therefore time management must be given the utmost attention.
Teaching students regardless of age will soon be done more at homes than in classrooms and in addition Companies must learn to adapt to these changes in their teaching environments. However teachers will still need to be able to interact and direct the learner’s activities. Someone will need to facilitate, direct, coordinate and evaluate this new learning. But how? Teachers will have to be re-educated in order to train and oversee this technology. Throughout the article the reader should find the applications of the theories of Bloom Taxonomy and Dunn & Dunn, but more than that, the reader should gain a greater understanding of the impact of multi-media teaching in our society today.
Workstations do not resemble the presentation given by our group on Hurricane preparation. The workstation is our computer and all those wires that link it to the outside world. One of the first things that were given to Charles when he came into the ministry, was not to look for a building to teach from, but looks to teach the world (God’s arrangement). Cfacs, Inc. started with tapes and videos and went directly to the Web, several years of writing, reading, studying, and learning coming together in one place for one purpose to teach the Word. It is amazing how learning technology, theology, and education in order to fulfill the great commission is being used today. This article tells it all. We are just a small part of the future. You are part of seeing us be a part of the next generation.
The solution is to create a problem. How can anyone learn unless they know what to learn and why they should learn? The problem for the student is to learn the problem, and the teacher is how to teach the student to learn. This article explained what a problem was, “A problem is usually some difficulty that we want to overcome,” otherwise it would not be a problem but a solution or directive. But how does this relate to multi-media and the theories we are being taught. Let digress a moment and review the steps in defining a problem as outlined by this article.
1. Define current situation.
In our case, where are we now, where are we going, and how are we going to get there? If we know that as in learning we must take the first step, the purpose of the project with the interjection of Bloom, Dunn & Dunn and the use of technology. Some ideas which the article address to be considered were.
c. Time parameters
d. Financial constants
e. Resources available
f. Resources not available
2. Define the goals and make them understandable and attainable.
What do we want to achieve? Where are we going? And how will we know when we have finished?
3. Identify what has to be done to get from one place to the next?
4. Identify main problem.
For the group project we are to present a multi-media lesson using all technology available in less than 5 weeks.
5. Know your audience.
The first step in problem solving after you know your goals is to know your audience.
6. Do your research.
There are many ways to do research, dividing the task into small increments and delegating responsibility is the quickest. Here are some sources.
a. Directories both Internet and libraries
b. Reference books
c. Encyclopedias (This source has just about been replaced by the internet search)
d. Almanacs (Same as above)
h. The Internet
7. Hold a focus group/Brainstorm.
The key here is to know the limitations of each member and their expertise.
8. Do a “SWOT” analysis.
9. Write a description of the task.
a. Purpose of project
i. Explain and rehearsal are addition to what the author wrote
j. Evaluation and re-do if necessary are addition not mentioned by the author.
I have taken the time to list this and in some cases summarized it, because I believe this would help guide the group leaders. In addition, the group should stay focused on the means of presenting the project. It must be tasteful and attractive as well as entertaining and educational.
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Topic: Total Fitness and its components
What do you think when you have lots of energy?
Do you think about the many things you want to do, places where you want to go, people you want to see?
How do you feel when you don’t have energy?
Do you think about staying in bed, lying around the house, closing out the rest of the world?
The truth is that when we have energy, we say yes, and when we have little or no energy, we say no.
Healthy eating will give you the optimum energy and nutrition for life. Eating with the purpose of feeding your cell and fueling your system is one of the simplest ways to build your energy and invest in your health. Purposeful eating does not mean to deriving your body of the required fuel and nutrition it not the keep to healthy eating. However purposeful eating means eat in moderation and small motions at a time.
The powerful tools of marketing and advertising have caused a lot of confusion about what foods are nutritionally good, bad, and fad. We as a nation are obsessed with weight issues. We have strayed so far away from the basics of nutrition that we are best. This is why we need to regroup and refresh ourselves with the basic principles of our energy and nutritional needs.
At all times, we should bear in mend the famous quote let food be your medicine and medicine be your food. The quote should remind us that we should include those things that are good for us abundantly and regularly in our lives. Eating for energy gives you a new way of looking at food and new foods to look at and eat!
Here are some new ideas to digest about your nutrition:
1) Energy driven choices: What kind of energy do I want to have as an outcome of the type of food I purchase at the grocery store, for a particular meal.
2) Energy control: If you want to feel energized, eat a meal that has more than half (55 to 60 percent) of the total calories from carbohydrates less than 25 percent from fat and the rest (15 percent) from protein.
3) Emerging independence: Feeding your body with a healthy energy plan in mind gives you real independence and more opportunities for saying yes to life.
4) The impact of nutrition on cellular you: Maintaining a balanced diet is the key to healthy eating.
The Dietary guidelines for American are seven basic principles for developing and maintaining a healthier diet. They were developed by the US Department of Agriculture and the US Department of Health and Human Services.
The Dietary guidelines emphasize balance variety and moderation in the overall diet. The seven guidelines are:
1) Eat a variety of foods.
2) Maintain a desirable weight.
3) Avoid too much fat, saturated fat, and cholesterol.
4) Eat foods with adequate starch and fiber.
5) Avoid too much sugar.
6) Avoid too much sodium.
7) If you drink alcoholic beverages, do so in moderation.
Eating healthy consist of eating food from all of the major food groups. The major food groups are:
1) Carbohydrates: Carbohydrates should make up 55 to 60 percent of total calories consumed. Their primary function is o supply energy, quickly.
2) Fats: These should make up less than 25 to 30 percent of total calories. There are two types of fats; saturated and unsaturated fats. Saturated fats causes much damage, they are known also as artery blockers. Keep these well below 10 percent of your calories consumed. Unsaturated fats are the preferred fats. There are two types. Namely:
a) Monounsaturated fats: Examples of sources are olive and canola oils.
b) Polyunsaturated fats: they are found in corn sunflower, soybean, and sunflower oils.
3) Protein: Protein is compounds derived from amino acids. The primary function of protein is to build and repair red blood cells, muscle hair and bodily tissue cells. I recommended intake is 4 gram per ml.
4) Water: Water is found in food and fluids. The human body is about 60-76 percent water. Daily requirement is a minimum of 64 ounces of water. Water is necessary for the transportation of nutrients, gases, and waste products, and regulation of heat. Several signs that indicate if enough water are not being consumed.
These are the following signs. These are the following signs:
a) Bad breath
b) Pasty mouth, tongue
c) Dark colored/ smelly urine
d) Interstitial cramping
e) Difficult bowels
f) Dry skin
5) Vitamins: vitamins are the support crew or catalysts that enable other important functions to take place in the body. A good source of vitamin is whole food source.
6) Minerals: Minerals are inorganic substances that help the body perform many functions.
There are several factors that determine how eating affect our bodies. These factors are:
1) Genetics and History: The body will function or perform cell activity based on the history of the body function and also based on genetic functions.
2) Slowed metabolism: when the brain is deprived of its glucose and regular energy income, it slows down other metabolic events in the body too.
3) Rebound effect: When we feel deprived of something, it seems to motivate us to want it even more. Periods of self-imposed deprivation are often followed by periods of overindulgence. When one relaxes and allows ourselves to eat and nourish he/she’s body machine that can avoid the impending rebound effect.
How can you eat to maintain good health and get your weight in check?
1) Always estimate the calories before you eat a meal.
2) Constantly check weight, to keep weight in check.
3) Managing your body composition and weight are very important to maintain energy and prolong long life.
4) Always eat a balanced diet. Know if you have a sloe metabolism or not.
5) Know your genetic and family history. Set goals for yourself, and know your limitations.
6) Focus your attention on your energy and how you fuel throughout your day. Live, love, eat healthy and enjoy life.
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Dec 12 (HeartCenterOnline) – A new study confirms the beneficial role of nutrition counselors as part of a heart patient’s medical team. The study appears in the December 2002 issue of the Annals of Behavioral Medicine.
Food is the fuel that provides the human body with the nutrients and energy required for healthy function. Food is more than essential, however. For many, it is truly enjoyed on an emotional level – to be savored as an experience and viewed as a work of art.
Unfortunately, food has been linked to both emotional and physical problems. From an emotional perspective, food can be used to fill a feeling of emptiness or to gain a sense of control, sometimes leading to eating disorders such as anorexia nervosa. From a physical perspective, the quality of one’s diet can be a powerful contributor to the development of many diseases, of which heart-related problems are among the most serious. Diets that are high in cholesterol, saturated fats and trans fats greatly increase the risk of atherosclerosis, high blood pressure (hypertension) and obesity.
Experts say that heart health depends on getting the right nutrients into the body – nutrients that nourish vital organs like the heart muscle and help the body to perform necessary functions, such as maintaining normal blood flow or breaking down substances into small particles that the body can use and/or dispose of easily.
Researchers have found, however, that people with high cholesterol or heart-unhealthy diets do not always practice what is preached. Therefore, the current study sought to investigate the impact of “nutrition therapy” on adopting and maintaining lifestyle changes as they relate to diet.
Ninety individuals with high cholesterol were separated into two groups. One received standard medical care from their physicians. The other received medical care plus visits with a registered dietitian or nutrition professional. People in this latter group were given printed information and personalized counseling on ways to incorporate low fat recipes and cholesterol-reducing strategies into their daily routine.
After six months, those undergoing nutrition counseling reported significantly higher satisfaction about their overall care, health, appearance and eating habits. This was evidenced by a reduction in cholesterol levels and even greater weight loss compared to the “standard” medical care group. This proved to be a pleasant surprise for the researchers, who feared that an individual may be too resistant to change his or her lifestyle. Registered dietitian Linda M. Delahanty, M.S., of the Diabetes Center of Massachusetts General Hospital, said, “Contrary to popular belief, there is no apparent reduction, but rather an improvement in some measures of quality of life and patient satisfaction with medical nutritional therapy for high cholesterol.”
Copyright 2000-2003 HeartCenterOnline
Physical and psychological effects:
The effects of eating disorders on a person’s physical and emotional well-being can be devastating, and in some cases, deadly. Skaters should note that this also means their performance on the ice will be adversely affected, perhaps to the point where they will never be able to skate again. Plain and simple: it’s just not worth it.
Restrictive or erratic eating patterns can cause more than just weight loss. Metabolic difficulties are almost certain, even if weight loss is NOT dramatic. Blood pressure and heart rate will fall, setting a person up for heart or kidney failure. The person may experience dizzy or fainting spells, and because they have little insulation and/or poor circulation, will constantly feel cold. Hair on the head begins to fall out while more hair grows on the rest of the body (called lanugo).
In females, the menstrual cycle may cease due to plummeting estrogen levels. This may later lead to osteoporosis (which is irreversible). Without menstrual periods, women are also at a greater risk of developing ovarian cysts or other problems with the reproductive system; perhaps even to the point of never being able to have children.
Especially if a person does not get enough the proper nutrition, many other serious consequences may result. Lack of fat in the diet means that the body cannot absorb certain vitamins, and depending on what foods are being cut out of a person’s diet, they may not even be getting all of the vitamins and minerals they need to begin with.
Forced vomiting causes electrolyte imbalances, which can easily lead to life-threatening heart-related problems. The acid in vomit can cause the enamel of teeth to wear down, That same acid also eats away at the lining of the esophagus and may cause gastric rupture. In other words, immediate death.
Many patients who frequently force themselves to vomit after meals may be unable to eat without a gag reflex. G.E.R.D., or Gastro-Esophogal Reflux Disease, is another potential consequence of frequent purging. Vomiting can also cause severe dehydration, leading to abnormally low blood pressure and increased risk of fainting.
Syrup of ipecac, a drug sometimes used to induce vomiting in emergency situations, is sometimes abused by eating disorder patients. This is perhaps one of the most dangerous methods of all. Ipecac is a POISON, and may cause permanent damage to the heart or other organs. Karen Carpenter died, WHILE IN RECOVERY, from complications related to her past use of ipecac syrup.
Other “purging” methods
Diuretics, or water pills, can easily cause electrolyte imbalances much in the same way as forced vomiting, and the risk of dehydration and kidney damage is even greater. Laxative abuse also causes dehydration, and may also cause permanent damage to the bowels. A person may actually become dependent on laxatives if they abuse them for a long period of time. Not only are the stimulants addicting, but soon the bowels will not be able to move without them.
The worst part about laxatives and diuretics is that they do not even really cause weight loss… all you are losing is water weight, which is quickly regained (and then some). Incidentally, the body’s metabolism decreases when it is dehydrated… so I hope this shows just how REALLY “not worth it” diuretics and laxatives are.
Even “compulsive exercisers” are not off the hook. Excessive exercise may take its toll on a person’s body as well, particularly if the person is already malnourished. Stress fractures are very common in people with eating disorders because the danger of osteoporosis is heightened by malnutrition.
Binge eating itself, without the terrible compensatory methods, can also do damage. Large binges can cause the stomach to stretch, possibly even to the point of literally bursting. Chronic binge eating may also lead to weight gain, regardless of whether or not these binges are “compensated” for.
Some people with binge eating disorder may even become obese, and develop many of the problems which acompany obesity, including high blood pressure, diabetes, menstrual troubles, cardiovascular disease, sleeping disturbances such as sleep apnea, and arthritis.
Psychological and psychosocial effects
The psychological effects of eating disorders are nearly as devastating as the physical ones. The very nature of eating disorders demand that the behaviors be carried out in secret. Thus the person with an ED becomes more withdrawn and avoidant of social situations, particularly those that involve food. Lack of social interaction, coupled with poor nutrition, can not only exacerbate pre-existing depression and anxiety, but they can also cause it in individuals who previously had no such problems. “Meaningful relationships and eating disorders are mutually exclusive,” says one of my friends. And she is absolutely right.
Stress is a natural part of life. The expressions are familiar to us, “I’m stressed out,” “I’m under too much stress,” or “Work is one big stress.”
Stress is hard to define because it means different things to different people; however, it’s clear that most stress is a negative feeling rather than a positive feeling.
Stress can be both physical and mental.
You may feel physical stress which is the result of too much to do, not enough sleep, a poor diet or the effects of an illness. Stress can also be mental: when you worry about money, a loved one’s illness, retirement, or experience an emotionally devastating event, such as the death of a spouse or being fired from work.
However, much of our stress comes from less dramatic everyday responsibilities. Obligations and pressures which are both physical and mental are not always obvious to us. In response to these daily strains your body automatically increases blood pressure, heart rate, respiration, metabolism, and blood flow to you muscles. This response, is intended to help your body react quickly and effectively to a high-pressure situation.
However, when you are constantly reacting to stressful situations without making adjustments to counter the effects, you will feel stress which can threaten your health and well-being.
It is essential to understand that external events, no matter how you perceive those events which may cause stress. Stress often accompanies the feeling of “being out of control.”
How do I know if I am suffering from stress?
Remember, each person handles stress differently. Some people actually seek out situations which may appear stressful to others. A major life decision, such as changing careers or buying a house, might be overwhelming for some people, while others may welcome the change. Some find sitting in traffic too much to tolerate, while others take it in stride. The key is determining your personal tolerance levels for stressful situations.
Stress can cause physical, emotional and behavioral disorders which can affect your health, vitality, peace-of-mind, as well as personal and professional relationships. Too much stress can cause relatively minor illnesses like insomnia, backaches, or headaches, and can contribute to potentially life-threatening diseases like high blood pressure and heart disease.
Tips for reducing or controlling stress
As you read the following suggestions, remember that success will not come from a half hearted effort, nor will it come overnight. It will take determination, persistence and time. Some suggestions may help immediately, but if your stress is chronic, it may require more attention and/or lifestyle changes. Determine YOUR tolerance level for stress and try to live within these limits. Learn to accept or change stressful and tense situations whenever possible.
Be realistic. If you feel overwhelmed by some activities (yours and/or your family’s), learn to say NO! Eliminate an activity that is not absolutely necessary. You may be taking on more responsibility than you can or should handle. If you meet resistance, give reasons why you’re making the changes. Be willing to listen to other’s suggestions and be ready to compromise.
Shed the “superman/superwoman” urge. No one is perfect, so don’t expect perfection from yourself or others. Ask yourself, “What really needs to be done?” How much can I do? Is the deadline realistic? What adjustments can I make?” Don’t hesitate to ask for help if you need it.
Meditate. Just ten to twenty minutes of quiet reflection may bring relief from chronic stress as well as increase your tolerance to it. Use the time to listen to music, relax and try to think of pleasant things or nothing.
Visualize. Use your imagination and picture how you can manage a stressful situation more successfully. Whether it’s a business presentation or moving to a new place, many people feel visual rehearsals boost self-confidence and enable them to take a more positive approach to a difficult task.
Take one thing at a time. For people under tension or stress, an ordinary workload can sometimes seem unbearable. The best way to cope with this feeling of being overwhelmed is to take one task at a time. Pick one urgent task and work on it. Once you accomplish that task, choose the next one. The positive feeling of “checking off” tasks is very satisfying. It will motivate you to keep going.
Exercise. Regular exercise is a popular way to relieve stress. Twenty to thirty minutes of physical activity benefits both the body and the mind.
Hobbies. Take a break from your worries by doing something you enjoy. Whether it’s gardening or painting, schedule time to indulge your interest.
Healthy life style. Good nutrition makes a difference. Limit intake of caffeine and alcohol (alcohol actually disturbs regular sleep patterns), get adequate rest, exercise, and balance work and play.
Share your feelings. A conversation with a friend lets you know that you are not the only one having a bad day, caring for a sick child or working in a busy office. Stay in touch with friends and family. Let them provide love, support and guidance. Don’t try to cope alone.
Give in occasionally. Be flexible! If you find you’re meeting constant opposition in either your personal or professional life, rethink your position or strategy. Arguing only intensifies stressful feelings. If you know you are right, stand your ground, but do so calmly and rationally. Make allowances for other’s opinions and be prepared to compromise. If you are willing to give in, others may meet you halfway. Not only will you reduce your stress, you may find better solutions to your problems.
Go easy with criticism. You may expect too much of yourself and others. Try not to feel frustrated, let down, disappointed or even “trapped” when another person does not measure up. The “other person” may be a wife, a husband, or child whom you are trying to change to suit yourself. Remember, everyone is unique, and has his or her own virtues, shortcomings, and right to develop as an individual.
Where to Get Help
Help may be as close as a friend or spouse. But if you think that you or someone you know may be under more stress than just dealing with a passing difficulty, it may be helpful to talk with your doctor, spiritual advisor, or employee assistance professional. They may suggest you visit with a psychiatrist, psychologist, social worker, or other qualified counselor.
Ideas to consider when talking with a professional:
List the things which cause stress and tension in your life.
How does this stress and tension affect you, your family and your job?
Can you identify the stress and tensions in your life as short or long term?
Do you have a support system of friends/family that will help you make positive changes?
What are your biggest obstacles to reducing stress?
What are you willing to change or give up for a less stressful and tension-filled life?
What have you tried already that didn’t work for you?
If you do not have control of a situation, can you accept it and get on with your life?
If these links do not open they are available in brief under pictures on home page and they can be copied and pasted as part of tactile learning.
Health and Fitness Information Form
1. How much time per week can you spend working out? ______hrs.
2. How many days per week can you spend working out? ______
3. Please state your fitness goals. _________________________________________________________
4. Where will you exercise?
5. Do you presently exercise?
If yes. How often?___________________________________________________________________
6. Do you prefer:
7. What sports do you play? _____________________________________________________________
8. Do you prefer:
No weights or machines
9. What is your current program? _________________________________________________________
To Help understand you and your own personnel health/fitness needs.
Please circle one:
Do you have: (circle all that apply)
High blood pressure?
High blood pressure in the past?
Have you ever had children?
Have you ever had children in the past 6 months?
Have you ever had back, knee or shoulder surgery?
If you answered yes to any surgeries above, please explain _____________________________________
Do you have: (circle all that apply)
Write yes or no next to the below question.
Have you ever had a heart attack?
Torn muscles or ligaments?
Are you on any medication?
When was your last physical examination?
Please explain any orthopedic problems in full _____________________________________________
I am familiar with most exercise . Yes No
I will most likely be seeking the help of a staff member or trainer at my gym. help show me how to perform some of these exercises. Yes No
I am not under any care of a physician of any medical or mental reasons that may hinder my exercise
performance. (any persons that have diabetes, heart disease, pulmonary disease, pregnancy, hypertension,
or any other item including distress must have a doctors release Yes No
It is my understanding and I acknowledge that the presentation is not nor its owners, heirs and shareholders
are not responsible for implementation, supervision or monitoring of this or any other exercise program. I assume
all inherent risks, and since this is a special internet service I have ordered, I am waiving all rights of liability for
any injuries I may sustain, including but not limited to death.
Trainee name:_________________________ Signature:______________________________________
Please answer the following questions with a check in the appropriate box. IMPORTANT:
Respond according to your spontaneous, intuitive reactions, rather than your intellectual beliefs or opinions.
For example, some people enjoy the taste of bacon, but they object to the nitrates, so they don’t eat it. Others
like red meat, but they’re not sure it’s good for them. There are people who love potatoes but stay away from
them in an attempt to lose weight. Your answers should reflect only your body’s reaction to the idea of the food
in question. If there is a question that is not applicable, simply go on to the next question.
WEIGHT:_______ SEX: MALE____ FEMALE____
USE THE FOLLOWING ANSWERS: F-FREQUENTLY (OR ALWAYS); S-SOMETIMES; R-RARELY (OR NEVER)
F- S- R For breakfast I prefer eggs, bacon and toast.
F- S- R At a buffet lunch I would choose mostly meats.
F- S- R Bread and cheese taste better than bread and jam.
F- S -R I feel tired and irritable when I miss a meal.
F- S -R I desire between-meal snacks like cheese and nuts.
F- S- R I would choose fatty cuts of meat rather than lean cuts.
F -S- R When I find myself dragging through a day, a substantial meat dinner makes me feel much better.
F- S- R I like to eat olives.
F -S-R I’d like broiled lamb chops for dinner.
F- S- R I eat mustard, catsup or steak sauce with my protein.
F- S- R I must eat three meals a day.
F- S- R I believe I get hypoglycemia.
F- S- R Liver and bacon sound good to me.
F- S- R I get hungry late in the evening.
F S R I have one or more bowel movements every day.
F- S- R I have sudden mid-morning or mid-afternoon drops in my energy level.