Category: Kinesiology

You’ve reviewed the 30 policy recommendations by the Task Force (attached) to inform the White House Conference on Food, Hunger, and Health.
In this assignment, you’ll present three recommendations across three different domains that you are drawn to the most, or those that you feel would be most impactful. Your goal is to convince your classmates that these policies must be implemented, as if you were speaking on the floor of congress. Speak with confidence, empathy, and authority as you convey your message.
Create a powerpoint in which you persuasively advocate for the implementation of three different policy recommendations to your classmates. Your chosen recommendations must be spread across three different domains of your choosing. Powerpoints should be no more than 15-20 slides total, averaging about 5-7 slides for each policy recommendation.
Points will be significantly deducted if powerpoints include a word-for-word reading of the task force report.
For each policy recommendation:Explain the current situation that must be changed. How does it work now? Why is that a problem?
Describe the Components of the Policy Recommendation: What should be done?
Include supporting evidence for why the recommendation is necessary: How do we know this will be effective? Highlight research that supports the implementation of the policy.

In this assignment search for a recent research paper that addresses one of the following topics
Access to Healthy Food
Topics include: Food insecurity, access and affordability of healthy foods, access and affordability of unhealthy foods, portion sizes, marketing to children
The Built EnvironmentTopics include: Bike paths, sidewalks, parks for safe play, physical activity facilities
The Social EnvironmentTopics include: Influence of family, friends, schools
Endocrine Disrupting ChemicalsTopics include: evidence behind correlations or causal relationships between EDCs and promotion of obesity and/or poor metabolic health
Instructions
Follow the instructions outlined below for successful completion of this assignment:
Selection of Research Papers: Find relevant papers, ideally published within the last 5 years. Aim to select papers that cover diverse aspects of childhood obesity and address the prompts provided.
Reading and Highlighting: Carefully read the entire paper. As you read, use a highlighter or a digital tool to mark key points, findings, arguments, data, and anything else you find important or interesting.
Creating a One-Pager: Based on your reading, distill the main points of the paper into a one-page summary. This summary should include the following:Title of the paper, journal, and authors. Listing the first author is acceptable.
Main objective of the research; What was the question the researcher was seeking to answer?
Methodology used; Briefly describe the design of the study.
Key findings or results. What were the takeaways?
Conclusions drawn by the researchers.
Your own interpretation of what these results mean for the larger field of childhood obesity
New vocabulary; list and define words that you weren’t familiar with going into the paper
Remember, the goal is not only to understand the research papers but also to think critically about them. How do they add to our understanding of childhood obesity? What questions do they raise? How might they inform future research or policy?

The goal is to analyze various aspects of the intervention, including its target population, the strategies it employs to create change, the research methods used to study its effectiveness, and potential barriers to widespread incorporation.
Step 1: Find an intervention to evaluate.
If you already know what you’d like to learn more about, you may do so by searching keywords you’re interested in (for example, “school lunch programs and childhood obesity”) into a PubMed or Library search. This will likely yield lots of studies on the topic. Try to choose on that is recent, published within the last 10 years. Google searches may lead you to news articles reporting on successful interventions. You may use these articles to find the original research papers published showing the intervention efficacy.
If you’d like some inspiration, here are a few reviews and meta analyses (studies of studies) which collectively evaluate the effectiveness of interventions to come up with consensus statements on their efficacy.
Salam, R. A., Padhani, Z. A., Das, J. K., Shaikh, A. Y., Hoodbhoy, Z., Jeelani, S. M., Lassi, Z. S., & Bhutta, Z. A. (2020). Effects of Lifestyle Modification Interventions to Prevent and Manage Child and Adolescent Obesity: A Systematic Review and Meta-Analysis. Nutrients, 12(8), 2208. https://doi.org/10.3390/nu12082208
Pereira, A. R., & Oliveira, A. (2021). Dietary Interventions to Prevent Childhood Obesity: A Literature Review. Nutrients, 13(10), 3447. https://doi.org/10.3390/nu13103447
Lambrinou, C. P., Androutsos, O., Karaglani, E., Cardon, G., Huys, N., Wikström, K., Kivelä, J., Ko, W., Karuranga, E., Tsochev, K., Iotova, V., Dimova, R., De Miguel-Etayo, P., M González-Gil, E., Tamás, H., Jancsó, Z., Liatis, S., Makrilakis, K., Manios, Y., & Feel4Diabetes-study group (2020). Effective strategies for childhood obesity prevention via school based, family involved interventions: a critical review for the development of the Feel4Diabetes-study school based component. BMC endocrine disorders, 20(Suppl 2), 52. https://doi.org/10.1186/s12902-020-0526-5
Lim, C. S., Robinson, J., Hinton, E., Gordy, X. Z., Gamble, A., Compretta, C., Holmes, M. E., & Ravola, M. (2022). School-based obesity prevention programs in rural communities: a scoping review. JBI evidence synthesis, 20(12), 2936–2985. https://doi.org/10.11124/JBIES-21-00233
Step 2: Make your PAper.
Write a 1-2 page paper addressing following questions (when applicable):
Target Population:What specific population is targeted by this intervention? Is it aimed at a particular age group, socioeconomic background, or demographic?
Change Strategies:How does this intervention attempt to create behavioral change? Does it focus on increasing access to healthier options, providing education and information, limiting access to unhealthy choices, or reducing exposure to harmful influences?
Study Methods and Results:How was the intervention studied to assess its effectiveness? Were randomized controlled trials (RCTs), observational studies, or other research methods employed?
What were the results of the intervention? Did it lead to a reduction in childhood obesity rates, improved health outcomes, or changes in behavior?
Widespread Incorporation:What steps do you believe would be necessary for the widespread incorporation of this intervention into public health programs or school curricula?
What obstacles or challenges do you suspect could hinder the adoption and implementation of this intervention on a larger scale? (e.g., cost, resistance to change, cultural factors, policy barriers)
Sustainability and Long-Term Impact:How can the intervention be sustained over the long term to ensure continued effectiveness?
What are the potential long-term impacts of this intervention on the health and well-being of the targeted population?

Here is the video link for that assignment, I am a teacher Kateryna and I am supposed to teach Amahya a pul-aps https://cameron.hosted.panopto.com/Panopto/Pages/V… The file for that asogment attached below
Hera are the requirements from my teacher from that class: Client Task Analysis (CTA) To assist practitioners in understanding the nature of motor skills and the demands they impose, several taxonomies have been developed that organize motor skills by their common elements. Knowing the relationships among diverse skills can aid the practitioner in planning learning and practice experiences, as well as provide a starting point for performance assessment. For this assignment, each of you will review the client introduction video that you completed and complete a task analysis over the skill that your client “assigned partner” selected to determine its component parts and the underlying abilities required to achieve proficiency for that skill. This information will then be used by each of you to establish strategies for teaching the skill to your client “assigned partner” over the next 6 weeks.
Note: Please review the attachment, CTA.docx ( wich is int the files below) (Part I and Part II) and pay close attention to instructions for completing Part I and Part II of the assignment.
Label documents as Part I and Part II.

Read the article Physical Activity Recommendations for Public Health: Development and Policy Context
Design an effective personalized fitness program for both men and women. Be creative! Use graphics and links where necessary, as well as cite all sources used. Create a PowerPoint presentation to showcase your fitness program.
Answer these questions in a Word document:
For what type of person is this exercise program designed? Can everyone do it, or just a particular type of person? Can the exercise program be done alone, or does it require more than one person?
Is any special equipment needed for this exercise program? What type of limitations might prevent a person from participating in the exercise program?
What are some ways that access to participation in this exercise program could be improved? What are the benefits of participating in this exercise program (be detailed and specific..this is where you can discuss any policy implications to fitness programs)? Submit both your PowerPoint presentation and your Word document to this assignment.

Research the top 3 causes of death in Kentucky by sex. This can be found on the health department web page.
After listing these causes, list in two or three sentences how physical inactivity contributes to these causes.

Read chapter 10 and answer the following questions using only the textbook from the link: https://studylib.net/doc/26034360/-r.-scott-kretchmar–mark-dyreson–matthew-p.-llewellyn–… Page 424: What were the historical and intellectual roots of the Olympic Games and the World Cup? What were some of the most significant challenges faced by promoters of these two sporting spectacles? Did the idealism and lofty goals of Olympism result in Olympic policies that promoted social justice? How did women, ethnic minorities, and members of the lower socio-economic classes fare in the early years of the Olympic movement?
Are statements of value and purpose, such as those contained in the philosophy of Olympism, useful or not?
Did amateurism preserve the purity of the Olympics, or was it used for less ethically defensible purposes?
Why did sport emerge as an important political tool? How is it still used for political purposes today? Is the logic of business compatible with the logic of sport? Why or why not? How has the commercialization of sport both helped and harmed our games? How does the notion of good stewardship relate to obligations carried by sport entrepreneurs? What kinds of actions would good stewards undertake? 8. And answer the student exercise on page 413 (Nature and Nurture in Health and Athletic Performance)

Choose 1 person’s story. Copy and paste the questions below into a Word document of no longer than three double-spaced pages. Type your responses below each question. Please refrain from yes or no answers. Be sure to reference the material and to use APA for any citations. PLEASE reference at least one, if not both of the attached sources! Answer the following questions:
What disease does the individual have? Is it chronic or acute?
How did the disease change the individual’s life?
What is the recommended treatment?
What did the individual do to improve his or her recovery?
What did the individual do that impaired his or her recovery?
Are there other things the individual could do to help with the disease?
Which individuals were successful in their treatment? Which individuals were not? Was their success or failure due to gender differences?
STORIES
Ruth
Ruth is 24 years old and has a good job and a boyfriend. Everything seems to be going well in her life. But it hasn’t always been that way. When she was 14 years old, her friends began smoking cigarettes and drinking alcohol. Because she wanted to be part of the group, she also began smoking and drinking when she went to parties with her friends. One night when Ruth was 16, her friends had some marijuana, and they all tried smoking it. After using marijuana for about a year, she began experimenting with other drugs, and by the time she was 18, Ruth was using heroin every day. Her drug habit was costing her $75 a day. After a while, her boyfriend left her, and the rest of her friends were tired of her asking for money to buy drugs. She was fired from her part-time job because she had missed work so many times. She was arrested several times for shoplifting items from local departments and discount stores. She tried to quit using heroin several times, but she had strong cravings for the drug. Each time she began having symptoms of withdrawal, Ruth went back to abusing drugs.
When Ruth was 20, her brother convinced her to go to a drug rehabilitation center. The doctors at the center began treating her with methadone, and she participated in group behavioral treatments. She followed her treatment exactly as the doctors prescribed and after six months, Ruth thought she had beaten her addiction. She enrolled in college and made new friends. Her friends got her involved in sports, and Ruth found that she enjoyed running. She even competed in a 10K run. She continued her methadone treatment and saw her therapist every two months.
When she was 22, Ruth was under a great deal of stress when she took on a new part-time job in addition to her schoolwork. She ran into her old high school friends at a party and did some heroin with them. She thought she could handle it. Over the next couple of months, however, she quit her methadone treatment and began doing heroin more frequently, every couple of days. She was beginning to isolate herself from her friends and was having trouble at work. Ruth was scared. She called her doctors, and they started her treatments again. With her doctors’ help, Ruth realized that she needed to continue her medication and her counseling.
MIKE
Mike grew up an active boy who loved participating in sports. When he was 14, he was diagnosed with Type I diabetes. Mike learned how to measure his blood glucose levels before meals and give himself insulin injections based on his blood glucose level. He also learned how he should change his diet. Mike learned what types and amounts of foods he could eat and how he should schedule the time interval between meals. But making these changes was very difficult for him. After discussions with the family doctor, Mike and his family decided he would spend six weeks at a summer camp for teenagers who have diabetes. While at camp, Mike ate the correct diet and learned how other kids cope with their diabetes. He even made several friends there.
After he got home, Mike often e-mailed his friends from camp, and they would talk about school, sports, and how diabetes changed their lives. Mike’s life was pretty normal for a teenager—school, sports, friends. He found that as long as he regulated his blood glucose levels, he could do most of what he wanted. When he was 16, he got his driver’s license. On weekends, he would sometimes forget his diet and eat hamburgers, french fries, and sodas with his friends. Because he only had a minor problem the first time he did this, he continued to ignore his diet when he was with his friends.
One Saturday night, Mike’s parents had to take him to the emergency room because his blood sugar level was over 600. Although this scared him, he recovered. After a few weeks, though, he went back to eating whatever he wanted instead of the proper diet, especially if he was with his friends. Mike only checked his blood glucose level if he thought he might have a problem. He ended up back in the hospital several more times that year. His grades fell from As to Cs because he could not keep up with the work. He had trouble concentrating and was tired a lot. He and his parents argued all the time about Mike’s failure to eat a healthy diet.
The last time Mike went into the hospital, the doctor warned him that he was at risk for permanent health problems if he didn’t control his blood glucose level: he could have kidney failure or could go blind. Mike’s doctor recommended a specialist who could help Mike learn to cope with diabetes and still maintain an active social life. Mike’s family also talked to the specialist to learn how they could help him. For the past four years, Mike has been able to control his blood sugar levels and has only had two minor episodes.
CAROL
Carol is the mother of two high school students. Although she is only 42 years old, her doctor has told her that she has high blood pressure or essential hypertension. On one visit to her doctor, her blood pressure was 160/105. When her doctor checked her blood pressure again on another day, her blood pressure was 150/95. Her doctor prescribed medicine to lower her blood pressure and told her to watch her diet and to begin exercising. The doctor also told Carol that she needed to be very careful in controlling the amount of salt that she ate in her diet.
Carol followed the doctor’s plan for about six months. Gradually she started skipping her exercise sessions and gave up making healthy eating choices. Carol had a difficult time skipping the potato chips and peanuts that she liked to eat for an afternoon snack. Often, she forgot to take her medication. At her next appointment, Carol and her doctor discussed the problems she was having, and the doctor informed her that her blood pressure had actually gone up. The doctor talked to her about getting advice from a nutritionist, working with a personal trainer to help her establish an exercise plan, and seeing a psychologist who could help her make the needed changes. Carol decided that she didn’t need help from those people and tried again to diet and exercise on her own. But, with her long hours at work and her family to take care of, she found it difficult. Because she was missing work more often, Carol’s boss gave a promotion to someone else instead of her. Carol’s kids complained that she didn’t come to their football games and band concerts anymore.
One night, Carol complained that she was having another headache, and her vision was blurry. Her kids commented that she was slurring her words when she spoke. Her husband immediately called an ambulance to take her to the emergency room. Carol received medical help in time, but the doctors told her that she had a mild stroke.

Complete this worksheet attached below in second file
The PowerPoint slides attached below for answers in that worksheet
Dont use chat gpt, no plagirism etc.
Also here is additional source where to find answers https://learn-us-east-1-prod-fleet01-xythos.content.blackboardcdn.com/blackboard.learn.xythos.prod/58249d599753b/25417105?X-Blackboard-S3-Bucket=blackboard.learn.xythos.prod&X-Blackboard-Expiration=1708214400000&X-Blackboard-Signature=i5Qp6Bz93QWeZ54jzmYGkxh9XtvjNtOfsPbcNBn2isU%3D&X-Blackboard-Client-Id=101158&X-Blackboard-S3-Region=us-east-1&response-cache-control=private%2C%20max-age%3D21600&response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27energy%2520systemusage_maxexercise.pdf&response-content-type=application%2Fpdf&X-Amz-Security-Token=IQoJb3JpZ2luX2VjEAMaCXVzLWVhc3QtMSJHMEUCIQCbzSjqPcV4epLPCqGINVIq%2FarZ1YcJ1g6EFhqDwohPRgIga%2B5VksAjiiVvO6m5XG7xQIrbp054Z6M8GkOfMlvNn0kquwUI3P%2F%2F%2F%2F%2F%2F%2F%2F%2F%2FARAAGgw1NTY5MDM4NjEzNjEiDElTOMGUt6owAc0pJSqPBXB89ip0IIgx%2BKSzqTQYGvFLEOSb55TYy6cJJsofj2wb2rgFF5m2B%2BwZ96M2z%2FbKbxj6eLSZVXoguEQdV2g3Jm7ltgF1e9lId5wPEBHzxiPu5WYFQ7HiyBrkIkdD3d3rocbHWYwhB2fLWQQYa7MQ9VgmZm3J%2Fn3Uf0HSFzWona25l4EEJOjL1PUHzkRwTgVgQaWtVbZApLQG3pfrTNqYuOkeQRDXBaz7JFTYpa21hsKt3rbotcrTwRRdnwGXjUXtcAOvT0pMQHwIjDIF4B1EcdCSSy%2Bw69zwOPKpFbitzDHuqTxD6j9RI375g7bz8IxN6CtXz4VJGOlzyVBq41TxfEdAfXZLauOcwNQrknlA%2BDntbddE72l1nqvp7nmSpsU154A0IsO1RZfjdzf2LnLBjsBmtTUXBXsHitCMdTkXJpiESrB4l4K5Z%2BNL01paZg%2BmtFKb4gnKxgsgDpbyXoW6gQVUqvegqotkV%2FFwNZ8Ay55g%2Bby5%2FAOCbezAdpfbgGuUm44JzjkVPUubkyAxVz9dfkrg7YSOFGqf4f4CDQ9qGWxP7ILixDsCNGR1EsYumHv7oLLIyEQGVgzM8tdsy7jpt4mdyT2CER5SIh30bawQkZYoovt803CPELcy20hKfC33EV7ihXotaXMMJUb5%2ByvojziErpdRl0O%2BXar4lihep%2BVWBXUZTb3RW%2BZr5QqwNd7R%2BTgOFaIRFkJrhzbJFhAHtZKCE75VDMuYK9Xf7fptOaQ4TY%2FG3nDl0a%2B8jZzIjtM5jCYYACztogYU8xXS3aLMn6LlZwMsJBc4Yjv3ztN7zuCytZZCRLsRSnyewtrF0Z5OWYA%2B%2BwcE2ia%2BOoeJ8d1aBBKM9I2npqOR2M2qEk3EMs0w2fjDrgY6sQG8X5rSPm1t7PplvfmeV8yMmahcFSqU4wIlHxanMv9P64FEubHyssZSDjnMsRtRFC%2B1ub%2Bmrozo86LtflsEOXNKLM37RxC%2FO3T7kZtx%2Bizf0%2BEbfVzvJgij4X8mCQFq%2FlTg80tKMJfVnpOymlARki5zef2Q%2F2tDrrj5SvVDs%2FQ2ZaOuRHHhs2e%2F9CEcwz4e%2B5ZwFw2oo2wEZCVzDmbt6JM2pE4fdg1TJGpL6cyvyHwBteE%3D&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20240217T180000Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=ASIAYDKQORRYXBCTUM5I%2F20240217%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Signature=225e9ee0d6e4794acc90f25ed15d11cbecea98ef39f9ec4f99912a3a313b8c69

Overview: This lab is to assist with synthesizing gait concepts.
Instructions:
Open lab below and complete (2 files below)
my videos to analyze for the lab acrivity ( first 2)
Use the information from the last file (provided from my teacher) and list information from what page did you take it
Supplemental Video the last one