Team Up for Fitness
Facilitator Handbook
Dear Facilitator,
Thank you for agreeing to facilitate our program. This handbook, broken down week by week, describes the materials and supplies you will need and provide some suggestions of how to run the sessions and activities. You are expected to read a session a week in advance to prepare you for the upcoming week. By reading the handbook at least one week in advance, you will have time to prepare efficiently for the upcoming week. By being prepared, you will find the intervention easier to run, as well as keeping the activities flowing. The successful facilitation in this program is contingent on your preparedness. Please contact us if you have any questions or uncertainties.
Thanks,
Team-Up for Fitness Staff
Prior to Week One
Overview: This is the first week of the program where you will introduce yourself to the students, take “Whatcha Know” quiz, form the groups and begin the video “SuperSize Me” if time permits.
Materials Needed
1. Copies of the “Whatcha Know” quiz (found in “Supplemental Materials”
2. Journals
3. Video “Teen Talk:Overweight”
4. Discussion Questions
To Do
1. Contact Teacher and School; remind them you are coming to start the program.
2. Ask the teacher for the number of students in each class, this will assist you in buying journals (one journal per group) and having the appropriate number of quizzes. (Make a few extra quizzes, just in case.)
3. Ask the teacher to have audio-visual equipment in the classroom.
4. Decide how you are going to divide groups.
Suggestions for Forming Groups
Randomly from the roll, you can pick students and group them together. You can also have the students number off, for example 1, 2, 3, 4. Do not allow them to pick their own groups. One of the components of this program is to have the students break away from their typical peer groups.
5. Come up with facts about yourself that you can tell the students.
Week One-Get to Know You
Overview: This is the first week of the program where you will introduce yourself to the students, take “Whatcha Know” quiz, form the groups and begin the video “Teen Talk:Overweight” if time permits.
Materials Needed
1. Copies of the “Whatcha Know” quiz
2. Journals
3. Video “Teen Talk: Overweight”
Lesson Activities with Times
1. Opening Remarks 10 minutes
2. Take “Whatcha Know” Quiz 10 minutes
3. Video: “Teen Talk: Overweight” 5 minutes
4. Group Formation 10 minutes
5. Team Member/Self-Introduction 10 minutes
6. Discussion Questions/Food Allergies 10 minutes
Guidelines
1. For opening remarks, explain “Team-up For Fitness” and the goals of the program, also introduce yourselves and tell a little bit about yourselves
2. For the quiz, explain to the students that the quiz is for baseline knowledge and to do the best they can do.
3. Show video “Teen Talk: Overweight:
4. Form the groups randomly, encourage each group to introduce itself and share facts (favorite movies, favorite restaurants, favorite music, etc…) Have them put their names on their journals and decorate them.
5. Discussion Questions-encourage the kids to talk in the group.
Food Allergies-SUPER IMPORTANT
Tell the kids you will be bringing different foods for them to taste the next week. You need to ask the kids any food allergies they may have. This is super important!!!! Write down any allergies, so you can have the list when you go shopping for food. Make sure when you are asking the questions that everyone is paying attention.
Suggestions
Remember, you have fifty-five minutes. The most important aspects are the opening remarks, the “Whatcha Know” quiz and the group formation. If you have to eliminate the video, that is ok. Also, you can skip the discussion questions if you need to, but you MUST ask about food allergies!!!!
Summary of the Program and Goals
This is a program designed to encourage adolescents to make better nutritional choices and increase physical activity through the installation of leadership skills, effective communication skills, and positive peer pressure. A journal will be kept as a group. Everyone is required to write at least one sentence in the journal and put their name beside the sentence. This will be graded by the program coordinator and will be part of their grade for class. This is to encourage new opinions and ideas. Explain that they will be doing activities weekly.
Remember, this will be your first session. It will be a little rocky and first and it may not run as smoothly as you would like, but that is OK! It will get easier after this week. Do not let the kids know you are nervous, they will be really hard on you if they think they can get to you. Go into the classroom with a confident feeling and attitude. You need to be in control in the classroom.
Prior to Week Two
Overview: This is the week where students will get to taste different fruits, vegetables, and whole grains.
Materials Needed
1. Fruits, vegetables, whole grains (remember you will be feeding
numerous kids, it will be better to have too much than not
enough)
2. Facts on the fruits, vegetables, and whole grains-(country of origin,
popularity, uses, etc…)
2. Containers for the fruits, vegetables, and whole grains (to transport
them to and from the school)
3. Plates for the food
4. Place-Cards identifying the type of fruit, vegetable, and whole grain (found in box of materials)
5. Response sheets (found in supplemental materials)
To Do
1. Pre-cut the fruit, vegetables, and whole grains.
2. Make sure you have all the place-cards for the different fruits, vegetables, and whole grains
3. Make copies of the response sheets for the students. Response sheets should consist of categories for each food. Categories can include taste (sweet, bitter, etc..), texture (smooth, rough, etc…), like or dislike, and color. This will help the students with their journal entries.
REMEMBER
Look at the list of food allergies. When buying the food, don’t buy anything that could contain the allergen. If you have any questions or concerns, do not buy the food. You do not want to take any chances. Remember, all the kids will be in the same room during the day, so even if the kid with the allergy will not be in until later in the day, you can’t take any chances. There are situations where the person is allergic to even the particles off the food. PLEASE keep this in mind, this is a very important and dangerous issue. Any questions or concerns, please call Casey (your program coordinator) (423) 612-2854
Week Two-Eating Styles/Nutrition Consciousness
Overview: This is the week where students will get to taste different types of fruits, vegetables, and whole grains. They will also get to rate the foods on things such as texture, taste, color, etc…
Materials Needed
1. Pre-cut fruits, vegetables, and whole grains
2. Response sheets (found in supplemental materials)
3. Containers for the fruits, vegetables, and whole grains
4. Plates to put the foods on
5. Place-cards identifying the different types of fruits, vegetables, and
whole grains(found in the box of supplies)
Lesson Activities with Times
1. Different Foods/Food Types discussion 10 minutes
2. Food Tasting 30 minutes
3. Journaling 15 minutes
Guidelines
1. Encourage the kids to try all the different foods that are available, but remind them that if they don’t want to taste something they do not have to.
2. Encourage them to fill out the response sheets
3. Remind them in their journal to list their least/most favorite food, any thing they had not tasted before, etc…
Suggestions
Arrive early. It will be much easier to set up when there aren’t kids in the room. Have the food cut in advance. You do not want to have to be cutting the food while the kids are waiting. Also, many schools do not want you to bring a knife into the school. If you are worried you will run out, then take a knife, leave it concealed and ONLY bring it out to cut the food when the kids are not in the room. DO NOT bring the knife out into the classroom. This could be a potentially serious safety issue, please be smart and make good decisions!!! You are the responsible adult-please take this seriously!!!!!
Prior to Week Three
Overview: This is the week where students will get a lesson on proportion sizes, and will take a quiz “Your Personal Eating Style” questionnaire to understand different eating styles.
Materials Needed
1. Poster board for the posters(this will need to be purchased)
2. Materials do decorate the posters markers, etc… (found in supply box)
3. “Your Personal Eating Style” questionnaire (found in supplemental materials)
4. “Tips to Eat Well” sheets (found in supplemental materials)
5. Slides/Overheads for Portion Sizes (found in supply box)
6. Materials for guidance counselors on eating disorders and also the contact information for Dr. Floyd(the psychologist on the team for consulting purposes)
To Do
1. Get materials on eating disorders and give them to the guidance office the day you go to the school. Explain to the guidance counselors that a quiz will be given that could make some students aware of eating disorders and they may be questioned. Also explain to the guidance counselors and teacher that Dr. Floyd is on board as a consultant and if there are any students who need to speak with him or if there are questions/concerns, they should not hesitate to contact him.
2. Make copies of “Your Personal Eating Style” questionnaire
3. Make copies of “Tips to Eat Well” sheet (with these, you can re-use them for each class) Make more than you think you need, just in case they get messed up
4. Purchase Poster Board and gather materials to decorate(all the materials should be in your box, if you need more, please contact Casey (423) 612-2854)
Week Three-Eating Styles/Nutrition Consciousness
Overview: This is the week where students will get a lesson on portion sizes, and will take “Your Personal Eating Style” questionnaire to understand different eating styles.
Materials Needed
1. Poster board for the posters (this will need to be purchased)
2. Materials do decorate the posters: markers, etc... (found in supply box)
3. “Your Personal Eating Style” questionnaire (found in supplemental materials)
4. “Tips to Eat Well” sheets (found in supplemental materials)
Lesson Activities with Times
1. Discuss eating styles and portion slides 10 minutes
2. Take “Your Personal Eating Style” questionnaire 20 minutes
3. Create poster on “Tips to Eat Well” 15 minutes
4. Journaling 10 minutes
Guidelines
1. Explain portion sizes and the reasons we believe “Bigger is Better” Explain the pictures and how much things have changed in the past 20-30 years. Ask them what they believe a portion size is for the items you have and then tell them the portion size. This is a great way to get the kids actively involved.
2. Ask everyone to answer honestly on the quiz, remind them that they are the only ones who will be reading the answers. Also, tell the students if they have any questions/concerns to speak with their teacher or guidance counselor.
3. Encourage kids to decorate posters and make them look nice since they will be on display in the cafeteria. Tell each group to pick four strategies to put on the poster.
4. Remind them to answer honestly in the journal and to respond to at least one question
Suggestions
Please keep in mind that this can be a sensitive topic and could open some students’ eyes to eating disorders and could possibly be an identifier. Tell the students if they have any questions about the survey or their results, they can speak with their teacher or the school guidance counselor. Give the guidance counselors and the teachers the materials on eating disorders and also Dr. Floyd’s contact information. Some students may want to talk to the teacher, while others may want to go to the guidance counselor.
Prior to Week Four
Overview: This is the week where students will get to analyze food boxes and understand what labels mean.
Materials Needed
1. Food boxes and labels (found in box)
2. Visuals for sugar content, etc… (found in box)
3. Products to hang posters (found in box)
To Do
1. Visuals will be pre-made in your box. Please make sure you know what the visual represents (sugar, salt, fat, etc..) and the amount of each visual
2. Make yourself comfortable analyzing the nutrition labels of boxes. Understand what labels mean. Kids will ask you questions-make sure you are able to answer them. Remember, you have been trained for nutrition, so if you have any questions, please ask us!! Also, refer to training materials which contain nutritional information.
3. Get supplies to hang the posters. (make sure you have the correct supplies in your box)
Week Four-Small Steps Count
Overview: This is the week where students will get to analyze food boxes and understand what labels mean.
Materials Needed
1. Food boxes and labels (found in supply box)
2. Visuals for sugar content, etc… (found in supply box)
3. Products to hang posters (found in supply box)
Lesson Activities with Times
1. Hang-up posters/collect food boxes 20 minutes
2. Analyze/discuss nutritional information 25 minutes
3. Journaling 10 minutes
Guidelines
1. Remind students to strategically place posters in the cafeteria so other students can see them. The students should place the posters so the other students can clearly see them. The cafeteria is a great place since that is the where the kids will be eating and choosing foods. Have them also think of other places they can hang the posters.
2. Make sure kids understand the labels and saturated versus unsaturated fats, etc.. These kids will ask you questions; make sure you can answer them! If you can’t answer them, be honest and tell them you will get the answer for them. Pass the visuals around so the kids can look at them and observe them.
3. Remind each kid to do a journal entry.
Prior to Week Five
Overview: This is the week where students will learn to establish control over healthy behavior and making active choices.
Materials Needed
1. Screen time Logs-Two for every student: (found in supplemental materials)
2. Poster board- One for every two students (needs to be purchased)
3. Materials to hang posters in the classroom (found in supply box)
4. Materials to decorate posters (found in supply box)
To Do
1. Make copies of screen time logs-Two for every student
2. Purchase/Cut Poster Boards (cut the poster boards in half, this saves money and saves space in the classroom)
3. Check supply box for adequate supplies to hang the posters
Week Five-Active Living
Overview: This is the week where students will learn to establish control over healthy behavior and making active choices.
Materials Needed
1. Screen time Logs -Two for every student (found in supplemental materials)
2. Poster board-One for every two students
3. Materials to hang posters in the classroom(found in supply box)
4. Materials to decorate posters (found in supply box)
Lesson Activities with Times
1. Discuss national viewing statistics 15 minutes
2. Estimate viewing habits and distribute Screen Time Log 10 minutes
3. Describe goal selection process 10 minutes
4. Selection of Individual Goals 5 minutes
5. Poster Design 15 minutes
Guidelines
1. When discuss national viewing statistics, let the kids guess at the answer before actually revealing them. This will be fun for the kids to be actively involved.
2. Have them estimate their own viewing habits on a Screen Time Log they turn back into you and then give them the one to take home and record actual times, tell them they will be compared the next week. Tell them to make sure they bring them back, they will be for a grade.
3. When selecting goals, tell them to pick one they actually want to do and that they actually think they will do. It should be an individual choice, not one just because their friend picks it.
5. Tell them to decorate their poster as they see fit. Remind them it will be hanging up in the room as a constant reminder of their goal.
Prior to Week Six
Overview: This is the week where students will begin to understand the concept of hearing vs. listening.
Materials Needed
1. A sentence that can be used during the Telephone Game, pick one from the supplemental materials.
2. Scenarios for the students to act out concerning hearing vs. listening, pick one from the supplemental materials.
3. Copies of “Active Listening” for each student (found in supplemental materials)
To Do
Week Six-Effective Communication
Overview: This is the week where students will begin to understand the concept of hearing vs. listening.
Materials Needed
1. A sentence that can be used during the “Telephone Game”, pick one from supplemental materials
2. Scenarios for the students to act out concerning hearing vs. listening, pick one from supplemental materials
3. Copies of “Active Listening” for each student (found in supplemental materials)
Lesson Activities with Times
1. “Telephone Game” 10 minutes
2. Discuss Active Listening and Communication 25 minutes
3. “Telephone Game” 10 minutes
4. Journal 10 minutes
Guidelines
1. Explain to the kids what the “Telephone Game” is and remind them of the rules of the game. Rules Include:
A. You can only say the sentence one time
B. Repeat exactly what you heard
C. Sentence must be whispered
D. The last person in the group is the one who has to say the sentence out loud.
E. At the end of the game, the facilitator should tell the actual sentence.
2. When discussing Active Listening, tell the kids in the groups to share ideas with one another about how to actively listen, go over the sheets with the students. Have them act out scenarios concerning active listening.
3. Play the “Telephone Game” again with the kids, this time telling them to use the new facts they have learned on “Active Listening”
4. Journaling-remind each student this week they have to answer two of the four questions.
Prior to Week Seven/Eight
Overview: This is the week where students will explore issues of weight teasing, accepting others, and assuming a supportive role in friend-help-friend.
Materials Needed
1. Ryan’s video on “Body Image and Weight Teasing” (found in supply box)
2. Masking tape to put on the floor (found in supply box)
3. Information on the Hillsboro Campaign (found in supplemental materials)
4. “Power Shuffle” Paper
To Do
1. Review Ryan’s video
2. Obtain information on the Hillsboro Campaign against taunting to share with the class
3. Come up with some thoughtful discussion questions concerning Ryan’s video and also some thoughtful discussion openers concerning Virginia Tech
Please put yourself into the right mind set for the next couple of weeks. You don’t know how some of the kids will react to these topics. You will be surprised at the level of knowledge and curiosity the kids will display. Please be open-minded. If you are not comfortable facilitating these next couple of weeks, please contact your director or coordinator. It is crucial that you feel comfortable with any topic the kids bring to your attention. It will not be a problem if you do not feel comfortable, but you need to let one of us know immediately.
Week Seven/Eight-Caring/Sharing
Overview: This is the week where students will explore issues of weight teasing, accepting others, and assuming a supportive role in friend-help-friend.
Materials Needed
1. Ryan’s video on “Body Image and Weight Teasing” (found in supply box)
2. Masking tape to put on the floor(found in supply box)
3. Information on the Hillsboro Campaign (found in supplemental materials)
Lesson Activities with Times
1. Introduction and Video 10 minutes
2. Video Discussion and Reflection 15 minutes
3. Power Shuffle 10 minutes
4. Power Shuffle Decompression 20 minutes
5. Conscious Acts of Caring 25 minutes
6. Journal Activity/Reflection 15 minutes
Guidelines
1. Before the video, tell the kids about Ryan and that the video they are watching is his true story. Explain to the kids that Ryan wanted to share his story because he wanted other kids to understand what he had gone through and that they weren’t alone.
2. When discussing the video, ask the kids to express their opinion on the subject of weight teasing and share some of their own experiences about weight teasing, whether positive or negative. Ask the kids if they know anyone like Ryan. Ask them if they know kids who are teased or if they themselves tease other kids.
3. During Power Shuffle, tell the kids you want them to be honest, but if they are not comfortable crossing the line, they do not have to. Tell them this activity is not to call anyone out, but to rather show that everyone has their own problems, no matter how popular, pretty, tall, short, etc…This activity will also make everyone more aware of the teasing that is occurring and how it makes other people feel.
4. During Power Shuffle Decompression talk to the kids about the long-term effects of weight teasing, negative peer pressure, ostracizing someone due to looks, religious beliefs, color of their skin, ethnic heritage, choice of clothes, sexual preference, etc… Here are some questions to discuss with the kids
Questions
1. Do you feel that ridiculing in high school can lead to the actions of the gunmen at Virginia Tech?
2. Ask them what they feel can be done to stop the teasing?
3. Ask them if they feel that being teased is an excuse for the actions of the Virginia Tech Schooter?
4. How do you handle the situation when someone is being ridiculed or teased?
5. How do you respond to being teased?
5. During Power Shuffle Decompression discuss Virginia Tech and the reasons that were given for the shootings.
6. Conscious Acts of Caring is designed to make each student more conscious of actions they can take in order to hold students more accountable for their actions and to make them more aware of positive actions. Have the students write “I will…” statements. They can include things such as “I will compliment someone every day, I will not make fun of anyone, I will serve at the homeless shelter…”
7. Journaling-remind students they need to answer both questions for credit
These two weeks are going to be very sensitive weeks. Some of the students may know someone who was at Virginia Tech. Please be sensitive to the students and their emotions. They will each have their own opinions concerning the situations; encourage them to share their opinions. There were two weeks of the program blocked out for these activities, so please don’t cut these things short! You will be surprised at the depth of questions and concerns that each of the students will have. Just remember not to put anyone down or tell them their opinion is wrong or that their thoughts are incorrect. Encourage them to speak freely. You may be the only person who will listen. This may be the only opportunity someone has to discuss how they feel. If anyone says anything that makes bells go off in your head, please discuss it with your coordinator or director. You should also discuss it with teacher of the class.
Prior to Week Nine
Overview: This is the week where students will explore the qualities of leaders, understand the qualities of leaders, and begin to understand how they can be leaders, as well.
Materials Needed
1. Copies of Vision of Hope worksheet-One per group (found in supplemental materials)
2. Poster board for Vision of Hope Poster (found in supply box)
3. Index cards for the “Thanks for the Compliment Activity” (found in supply box)
4. Tape for the “Thanks for the Compliment Activity” (found in supply box)
To Do
1. Copy Vision of Hope worksheet (found in supplemental materials)
2. Purchase poster board for Vision of Hope Activity
3. Check for index cards in box for “Thanks for the Compliment Activity”
4. Check for tape in box for “Thanks for the Compliment Activity”
Week Nine-Leadership
Overview: This is the week where students will explore the qualities of leaders, understand the qualities of leaders, and begin to understand how they can be leaders, as well.
Materials Needed
1. Copies of Vision of Hope worksheet (one per group)
2. Poster board for Vision of Hope Poster
3. Index cards for the “Thanks for the Compliment Activity”
4. Tape for the “Thanks for the Compliment Activity”
Lesson Activities with Times
1. Leadership Style Discussion 15 minutes
2. Vision of Hope Activity 20 minutes
3. “Thanks for the Compliment” Class Activity 10 minutes
4. Journal 10 minutes
Guidelines
1. When discussing leaders and leadership styles, discuss all types of leaders, such as the George Bush, religious leaders, Hitler, Sadam Hussein, town and city leaders, etc…
2. For Vision of Hope activity, discuss movie stars and their actions that land them in the news. For example, Paris Hilton, is she someone you would want you daughter to look up to? Or Brittany Spears, would you want you child to model her actions? Is Lindsay Lohan setting a positive example for girls? Are these actions positive or negative and should movie stars be held to higher standards due to their position?
3. Encourage kids to put some thought into their poster about what they truly feel is beautiful, acceptable and positive. On one half of the poster, have the kids put what society sees as beautiful, and what society sees as healthy and acceptable. On the other half, have them put what they would like to see portrayed as beautiful, healthy, and acceptable.
4. “Thanks for the Compliment Activity” is an activity to teach the students to say nice things about each other. They should walk around the room and write a compliment on each other’s index cards. Remind the kids that compliments do not always have to be about physical appearance. They can be about someone’s attitude, sense of humor, or willingness to help.
5. Journaling-tell the students they have to answer both questions in their journal
Prior to Week Ten
Overview: This is the week where students will understand teamwork and team agreements.
Materials Needed
1. Teamwork Handout (found in supplemental materials)
2. Tennis balls for Keep Me Balanced Activity-One for each ground (found in supply box))
3. Poster board for “Risk” Poem (needs to be purchased)
To Do
1. Make copies of Teamwork Handout (found in supplemental materials)
2. Check for tennis balls
3. Purchase poster board
Overview: This is the week where students will understand teamwork and team agreements.
Materials Needed
1. Teamwork Handout
2. Tennis balls
3. Poster Board for “Risk” poster
Lesson Activities with Times
1. Teamwork Handout/Discussion 15 minutes
2. “Keep me Balanced” activity 20 minutes
3. “Risk” Poem/Poster 15 minutes
4. Journal 5 minutes
Guidelines
1. Have groups pick the one Teamwork Aspect they feel is the most important and write it on the board, tell the groups to defend why they picked that aspect as the most important
2. “Keep Me Balanced” activity-explain to the kids that they have to pass the tennis ball back and forth between the group using no hands. When they can successfully pass the tennis ball in the group, then have them do the activity as a class. (Keep your eye on this activity, watch the kids to make sure they aren’t doing anything inappropriate)
3. For the “Risk” Poster have the students come up with their own poem or ideas of what taking a risk really means. Have the kids write one risk they want to take in their lives-skydiving, scuba diving, falling in love, traveling, etc…
4. Journal: tell how you will use the aspect of teamwork in your everyday life
Prior to Week Eleven
Overview: This is the week where the students will give their feedback concerning the program, as well as getting to celebrate the completion of the program.
Materials Needed
1. Copies of Whatcha Know Post-Test
2. Copies of Evaluations of Program
3. Copies of Completion Certificates
4. Materials for Challenges
To Do
1. Make copies of Whatcha Know Post-Test
2. Make copies of Student Evaluation
3. Make copies of Completion Certificates
4. Get materials for Challenges
Week Eleven-Team Challenges/Celebration
Overview: This is the week where the students will give their feedback concerning the program, as well as getting to celebrate the completion of the program.
Materials Needed
1. Copies of Whatcha Know Post-Test
2. Copies of Evaluations of Program
3. Copies of Completion Certificates
4. Materials for Challenges
Lesson Activities with Times
1.Whatcha Know Post Test 10 minutes
2. Student Evaluations 10 minutes
3.Challenges 30 minutes
Guidelines
1. Whatcha Know Post Test
2. Student Evaluation-tell the students to answer all the questions truthfully and honestly.
3. Team/Class Challenges
Week Twelve
This is the celebratory week. The kids are going to get to celebrate the completion of the program. You can choose to show a movie or do a fun activity with the kids. You should provide snacks, drinks, etc… This is also the week where the grand prize will be rewarded.
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