FSNE - ...Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410; (2) fax: (202) 690-7442; or (3) email: [email protected]

FSNE

In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, religious creed, disability, age, political beliefs, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.

Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.

To file a program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, (AD-3027) found online at: http://www.ascr.usda.gov/complaint_filing_cust.html, and at any USDA office, or write a letter addressed to USDA and provide in the letter all of the information requested in the form. To request a copy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by:

(1) mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410;(2) fax: (202) 690-7442; or (3) email: [email protected].

This material was funded by USDA’s Supplemental Nutrition Assistance Program – SNAP. The University of Maryland Extension will not discriminate against any person because of race, age, sex, color, sexual orientation, physical or mental disability, religion, ancestry or national origin, marital status, genetic information, political affiliation, and gender identity or expression. This institution is an equal opportunity provider. The Supplemental Nutrition Assistance Program (SNAP) provides nutrition assistance to people with low income. It can help you buy nutritious foods for a better diet. To find out more about Maryland’s Food Supplement Program (SNAP), contact the Maryland Department of Human Resources at 1-800-332-6347 or apply online at https://mydhrbenefits.dhr.state.md.us/.

Walk Your Way to a Healthier YouLEADER’S GUIDELEADER’S GUIDE


SESSION 1, P 1

WalkWays Program DescriptionWalkWays is a program designed to promote walking to increasephysical activity. The program is learning-centered, using dialoguelearning to enable learners to become engaged in learning newinformation and incorporating that information into the realities of theirown lives. WalkWays provides a framework for group interaction andsupport in beginning a walking program and addressing the challengesof sustaining that effort.

The Stages of Motivational Readiness for Change Model provides thetheoretical framework of WalkWays. The model identifies a continuumof five stages of readiness involved in adopting and maintaining a newbehavior. These stages include: (1) Precontemplation, (2) Contemplation,(3) Preparation, (4) Action and (5) Maintenance. The curriculumincludes topics, activities and tailored messages that facilitate thelearners’ progression along the stages of change continuum. A text message component accompanies the curriculum to support participants in their behavior change journey.

The curriculum design is based on the following:

Who:• 6-20 participants who are motivated to attend• Limited resource adults; most are women and most have children• Role models working with low-income adults and children

(i.e. classroom teachers and caregivers)• Adults who have difficulty increasing physical activity due to issues

that include childcare, safety, time and resources• Taught by an individual who has completed training provided by FSNE

Why:• The latest research shows that increasing physical activity has multiple effects, including decreasing the risk of chronic disease; contributing to weight maintenance; achieving a greater sense of well-being; increasing energy; improving sleep and changing physical appearance.• Participants want to improve their health and well-being and want to become involved in a structured program that can help them be successful in increasing physical activity within their own lives.• Participants want to be positive role models for the children they work

with.

When:• This is an 8 hour program consisting of four 2-hour sessions or eight

1-hour sessions.• These sessions are 1 or 2 weeks apart.• One or two text messages will be sent between sessions to encourage

physical activity and remind participants when and where classes will be held.

• If you will be doing eight 1-hour sessions, remember to send the dates/times to the State Office after each session.

SESSION 1, P 2

When Continued:• The date and time of the program will vary. The program will be subject to seasonal variations and should not be implemented when the season hinders success of the participants.

Where:• Community-based settings, schools or workplaces in Maryland • Each site will have meeting space large enough for the demonstration

of physical activity and will have tables and chairs.

Note to educators: For participant groups that spend a lot of time on their feet during the day, thus logging above above-average steps, consider re-organizing the lesson sequence. We suggest you consider swapping "Take Your Pulse" in Lesson 4 with "Healthier Lunches" in Lesson 2B. Please note that this diminishes the nutrition component of Lesson 2, so make this change only if it will positively impact particpants in your class.

This curriculum uses pedometers. However, there are many devices and apps that may also be used to track steps and activity.

• FitBit• Health Data: built-in iPhone app: go to Fitness

Steps to track daily steps• Stepz: free pedometer app that tracks steps,

calories burned and distance traveled• Walker-pedometer M7/M8/M9: free app that tracks

steps, calories burned, distance, and weight• Pacer: free pedometer app that has social groups

that you can compete with for highest daily steps• Map My Walk: free app that tracks steps, weight,

sleep, calories burned, and allows you to log your daily food intake

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SESSION 1, P 4

SESSION ONE

SESSION 1, P 5

Session 1ATime: 1 hour

What:• The benefits of walking• How the WalkWays program works • The value of stretching• Maintaining energy balance

What for (Learner Objectives)By the end of this session you (the learner) will have:• Examined the benefits of walking most important to you• Practiced the WalkWays program process• Stretched your muscles• Applied energy balance information to your own daily life

Registration Supplies:• Registration forms• Text/Email

Registration forms• Consent forms• Physical Activity

Assessments• Name tags

Welcome Supplies:• Participant workbook

for each participant to bring each class

• Pens or pencils for each participant

Registration, Consent Form and the Physical Activity Assessment (pretest) are in the leader's guide. Have participants complete the registration, consent form, pretest and text/email registration form at the beginning (or prior) to the first session.

Have participants choose a nametag and write their name on it. The leader should also be wearing a nametag.

Place materials on the tables prior to the session.

Leader’s Guide KeySpoken Text = Black textInstructions = Green and italicizedQuestions = Blue text ?

!

!


The Nine Wonders of WalkingWelcome! I am ______________ and I am pleased to be with you today. We are going to focus today on the first steps to becoming part of WalkWays, a program sponsored by the Food Supplement Nutrition Education Program.

WalkWays is a walking program that uses a pedometer and part of today's session is going to be learning and practicing with the pedometer. We will learn more about the pedometer later.

By the end of this session you will have:• Examined the benefits of walking most important to you• Practiced the WalkWays program process• Stretched your muscles• Applied energy balance information to your own daily life

Let’s Get Started! Take out the workbook and turn to the first page.

1) Find a partner! Tell each other something about yourselves. Then share what each of you hopes to get from this walking program. We will check with you in a couple of minutes and find out what's on your mind. Write down your hopes on the "My hopes for this program" worksheet in your participant materials.

SESSION 1, P 6

Supplies:• Blank sticky notes• Flip chart with the 10

benefits of walking listed as columns on the top of the page ("Reduced Risk of Heart Disease," "Reduced Risk of High Blood Pressure," "Decreased Risk of Diabetes," "Healthy and Strong Bones," "Weight Management," "Increased Energy," "Better Sleep," "Better Mood," "Improved Self-image," and "Role Modeling.")

continue >


!

SESSION 1, P 7

As you can see, we all have a lot of different and important reasons to begin this journey. The first thing we are going to do is talk about why walking is good for you.

2) Follow along in your participant materials as I describe what research tells us about the "Benefits of Walking." You have already identified several benefits when identifying your hopes for this program.

Many recent studies have shown positive health benefits from "accumulated" moderate-intensity physical activity. This is physical activity that is done in short bouts throughout the day (three 10-minute bouts versus one 30-minute bout). Examples of moderate-intensity activities include brisk walking, gardening, bicycling and playing actively with children.

Some of the health benefits associated with increasing physical activity throughout the day include:

• Reduced Risk of Heart DiseaseIncrease in activity level increases your HDL cholesterol levels. HDL is your good or “happy” cholesterol. It operates like a garbage truck in your body, removing cholesterol from your body tissues and taking it to the liver for disposal. Physical activity is one of the only ways to increase your HDL levels. The more you move, the more HDL your body makes.

continue to more “Benefits” >

Who wants to share what you hope to get out of participating in this walking program? Who else has that same reason (raise your hands)? Does anyone else want to share any different reasons? Who shares that reason?

Continue until all individuals who want to share their hopes have done so.

!

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SESSION 1, P 8

• Reduced Risk of High Blood Pressure Being physically active is one of the most important things you can do to prevent or control hypertension. High blood pressure also known as hypertension is defined as 140/90 and prehypertension (a new category) is defined as 120/80. High blood pressure is called "the silent killer" since there are often no symptoms. It is always a good idea to have your blood pressure checked regularly.

• Decreased Risk of DiabetesPhysical activity and a healthy weight are key steps in preventing diabetes. When you are active your body uses more glucose (blood sugar) as fuel. Activity also makes it easier for blood sugar to be used by cells. Both of these benefits help to control long-term high blood glucose levels that can lead to diabetes.

• Healthy and Strong Bones Weak bones can lead to osteoporosis which can greatly impact quality of life in later years. Weight-bearing exercise, which is any type of activity where your feet touch the ground, helps make bones strong. Examples of weight bearing exercise are walking, jogging, dancing, tennis and aerobics. Can you think of any activities that are nonweight bearing? (Examples are swimming, rowing, bicycling and chair aerobics.) These activities are still very good for you (all movement is), but they don't help build strong bones.

• Weight Management The more you move, the less weight you gain. Moderate intensity activity may not cause weight loss (usually you need a longer time duration per session), but it can help prevent future weight gain. Some people who are really inactive often will see initial weight loss when they get up and start moving. Weight loss decreases your risk for heart disease, high blood pressure, diabetes and some types of cancers. So physical activity has a double bonus…it helps decrease your risk of disease and it can help you maintain your weight, which decreases your risk further.


SESSION 1, P 9

• Increased EnergyCan't we all use a bit more energy? Most people think that if they move more they will be really tired. This may happen the first few weeks your body is more physically active because your body needs time to adjust to your new routine. You will have increased energy once your body has adapted to your increased movement!

• Better Sleep Studies show that people who are physically active sleep better and are more rested in the morning. This may help contribute to the increased energy seen in active individuals. Many adults have problems sleeping and physical activityis a great way to help get those much-needed zzzzz's.

• Better Mood When you move, your body releases lots of “happy” hormones and chemicals. These “happy” hormones and chemicals help increase your mood. People who are physically active have less chance of being diagnosed with anxiety disorders and depression. So walking can help keep the blues away.

• Improved Self ImageWhen you are doing something for yourself you usually feel better about yourself. Take the time for you!

• Role ModelingWhen you make healthy choices in front of others, especially children, you influence them to make healthy choices for themselves.

3) Decide which two of the benefits are the most important and motivating to you NOW. Check the two items that were the most important to you in your participant guide. Bring two sticky notes (provided by


What are your questions on these many benefits of walking?

?

the leader) up to the flipchart at the front of the room. Place each sticky note in the benefits column you have identified as important to you. The sticky notes will make the bars in the bar graph, creating a visual of which benefits are the most important to the group.

Walk the Talk!

1) Now that you have identified benefits important to you and that hopefully will motivate you, you'll need to know how this program works! This next section will involve going over how the program will work.

The WalkWays program involves 4 or 8 sessions that focus on walking and healthy eating. The sessions are designed to help you make decisions and take steps towards health. Each session is focused on group interaction, motivation and learning.

The program is centered on the use of a pedometer. This is a wonderful and fun way to track your steps towards success. The pedometer records every step you take so you can see the impact of all of the small changes you make each day.

Research shows that people who walk 10,000 steps per day achieve positive health benefits and are considered "physically active". Most Americans walk a lot less than 10,000 steps per day. Many reports indicate that many people only walk 2,000 steps per day. The WalkWays program is designed to help you slowly increase your daily steps per day.

SESSION 1, P 10

Supplies:

• Pedometers (1 per person) and sample pedometer

• Participant log books

• Easel

continue >

Questions:• What surprises you about the choices

in this room? • What doesn't? • What are your thoughts? • What surprises you about the group's answers

compared with yours?

?

SESSION 1, P 11

You may not go from 2,000 to 10,000 steps per day overnight, but over the course of this program you will guide yourself to increase your steps each day.

The WalkWays program is designed to help each of you find ways to move more. At each session there will be time to share successes and difficulties. Learning activities that relate to walking and healthy eating will give you new and exciting information that will help you make healthier choices.

2) Grab your pedometer. Stand up. Push the "reset" button. Does the screen read "000"? Place the pedometer on your belt or waistband. It is best to wear the pedometer a few inches towards your belly button from your hip. It can be worn under clothing with the digital face facing out.

Demonstrate where to wear the pedometer. Take 10 steps. Does your pedometer read 10?

Reset your pedometer again by pushing the "reset" button. Try taking more steps and see if it works again. When you finish, return to your seat.

The pedometer should be cleared each morning. To clear the pedometer, push the "reset" button on the front. The pedometer should be worn all day except in the shower, tub or pool. Take care when going to the bathroom since many pedometers have met untimely ends in toilets. Try hooking the pedometer to your pants using a strap if you have problems with the pedometer falling off in the bathroom.

Occasionally pedometers are accidentally "reset" during the day. If this happens often, try wearing it in a different location or on a different side.

Make notes of any problems that you have during the week so that we can problem solve when we meet again.

continue >

?!

SESSION 1, P 12

3) Take out your logbooks. The first page is a sample page that you can follow along with today.

You will have a different log page for each week. Write down the number of steps you take each day. If you miss a day, don't get discouraged or stop, just start again on the next day.

The first week we are trying to get your "baseline". Your baseline is what you currently do on an average day. It is easier to set realistic goals when you clearly know where you are beginning.

Every evening when you take off your pedometer, log the number of steps you took. Your goal over the next 8 sessions will be to gradually increase the number of steps you took at the beginning. Your log will be a great way to set goals and chart your success. The logs also have a space for notes for each day. Write down anything significant during the day that could have affected your total steps. For example, your pedometer may have reset, you were in a car all day, you stayed home from work due to illness or you went to an amusement park and walked all day long.

There is a section for "successes" and "barriers." This is a place to write down the things that worked or didn't work in reaching your weekly steps goal. Focusing on successes allows you to pat yourself on the back and learn for future progress. Examining the barriers allows for time to reflect and identify what will and will not work for you.

Every week, average your total steps for the week. This is done by adding the steps for each day and dividing by the total number of days you walked. If you wore your pedometer every day, you would divide by 7. If you didn't wear your pedometer one day, you would only have step numbers for 6 days and would divide by 6.

continue >

SESSION 1, P 13

Use this number to set your goal for the following week. We recommend a goal of 500 more steps per day than the previous week. For example, if you walked an average of 2,500 steps each day in week 1, set your goal at 3,000 steps per day for the following week.

4) Find a different partner. Check each other's pedometers to ensure that they are in the correct location and that they are reading zero.

Go for a 5-minute Walk-and-Talk when both partners have their pedometers fastened correctly. Walk around the room, walk outside, walk the hallways or walk up and down the stairs. Talk about walking–what you think of it, how it makes you feel, why you don't do more of it, what this pedometer will do for you–just talk about walking. Return in 5 minutes!!!

Compare the number of steps you took to those of your partner. These numbers should be similar since you walked together. Sometimes numbers might be slightly different due to the differences in stride length.

Were your numbers similar?

Use your pedometer every day. Put it on in the morning and wear it all day. Every evening, record the steps you took that day. When we meet again, we will use our logbook to examine our progress.

What are your questions about the pedometer?

If the numbers differ, work with each pair to figure out if they were wearing it correctly. Answer questions based on the standard guidelines for pedometer use.

Allow 5 minutes for participants to walk before encouraging them to return to their seats.

!

?

?

!

Session 1BTime: 1 hour

It's a Stretch!

1) Everyone stand up.

2) Stretching is an important part of a healthy body. Stretching helps reduce the risk of injury, especially to joints and muscles. It releases muscle tension and soreness while allowing muscles to relax. It improves posture, which helps decrease backaches.

Stretching correctly prevents injury. It is a good idea to stretch if you are going on brisk walks.

SESSION 1, P 14

Registration Supplies:• Registration forms• Text/Email registration

forms• Consent forms• Physical Activity





Supplies:• Relaxing music • iPod, phone, CD

continue to Guidelines 2–8 >

Play relaxing music. Do a few stretches from the stretching worksheet. Focus on the beginning stretches of the neck and shoulders. The goal is to do some stretches that help the participants relax. After a few stretches have everyone sit down.

Stop the music.• How does everyone feel? • What did the stretching do for you? • How often do you stretch? • What does stretching mean to you?

Allow for people to share with the group how they feel and their thoughts on stretching.


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!

!

!

SESSION 1, P 15

Following a few guidelines will help you get a great stretch while protecting yourself from injury.1. Walk for a few minutes to warm up before stretching. It is

easier to stretch a muscle that is warmed up and there is less risk of injury. Don't stretch right after getting out of bed in the morning.

2. Start each stretch SLOWLY. Do not rush into a stretch. The faster you begin a stretch, the greater chance of pulling a muscle or injuring yourself.

3. Don't forget to breathe. Exhale as you gently stretch the muscle. Breathing helps you relax, and helps you maximize the stretch.

4. Gently hold the stretch. Do not bounce. Bouncing puts strain on your joints.

5. Stretch only as far as is comfortable. Stretching should not be painful. Stretching helps relax your muscles, but stretching until it hurts can cause muscles to become sore (and it can cause injury).

6. Hold each stretch for 20-30 seconds. This allows enough time for your muscles to fully stretch.

7. Take your time. Enjoy the quiet time for yourself. 8. Use proper form when stretching (see participant book).

What are your questions?

3) Stand up. Get close to a wall and make sure you have enough room around you.

Does everyone have enough room?

We are now going to learn a few of the most important stretches. These are stretches that are good to do a few times a week to help relax your muscles or to do when you have gone on a long, brisk walk. Remember that we don't want to have any pain or to push the stretch too far. Each of these stretches is in your participant materials.

continue to “Calories In–Calories Out” >

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Calories In - Calories Out 1) Take out your participant workbook and open to the Fast Food Menu Handout. Select what you might order on a typical day. Mark your selections on your workbook. We'll talk about your choices in a minute.

2) Maintaining a healthy weight is based on the principle that Calories In = Calories Out. This means that your body has to use the calories you consume. If you use all the calories you eat, your weight will stay the same. You will gain weight if you eat more calories than you use.

You will lose weight if you don’t eat as many calories as your body needs.

Your body has two ways to use calories. The major way is to support metabolism. These are the calories needed to make your heart beat, keep your body warm, digest your food, fight infection and allow you to breathe. All of these things need energy and you get that energy from food. These calories are used 24 hours a day and the amount used is similar from day to day.

The second way your body uses calories is to support physical activity. This is all of the movement you do throughout the day, from standing in the shower, to walking to the bus or chasing the children, to sitting at your desk. The more activity in your day, the more calories you burn. You have control over these calories. If you walk more and sit less you will burn more calories.

SESSION 1, P 16

Supplies:

• Fast Food Menu Handout

• Calculator

• Sticky notes

continue >

Play relaxing music.Do each of the stretches from the stretching worksheet. Describe each stretch as you demonstrate. Go through each stretch at least one time.Stop the music. Have participants return to their seats.

4) How does everyone feel? What are your questions? What are your thoughts on stretching in the next week?

?

!

SESSION 1, P 17

Many fad diets promise weight loss based on adding or subtracting various foods from your diet. The key to weight management is NOT what types of foods you eat, but the number of calories you eat compared to the number of calories you use.

Most Americans are eating more and more calories and moving less each day.

A few examples of reasons we are eating more are: • Super-sized portions• Availability of food (vending machines, gas stations,

convenience stores)• Fewer family meal times• Eating on the run• High fat, high calorie, packaged, convenience foods• Soda and other sugary beverages

What are some other reasons we are eating more food?

Now that you have heard some of the reasons why Americans are eating more, think about why Americans are moving less. When I say go, make a list of reasons why people are getting so little physical activity these days. All ideas are fine! Ready?…GO! We'll hear your ideas in two minutes.

A few examples of why we are moving less are: • Labor saving devices • Cars • Lack of sidewalks • Busy schedules • Television • Computers/iPads/Tablets

The WalkWays program can help you balance the “Energy In = Energy Out” equation since it is designed to help you move more. This movement can be made throughout the day such as walking the stairs or walking the dog, or it can be more organized such as a morning or evening walk.

continue >

Play music for 2 minutes.• Who wants to give some of their reasons

for why Americans are moving less? • Does anyone want to share those reasons?

Any other reasons?

?!

?

SESSION 1, P 18

The best way to achieve your 10,000 steps per day goal is to add extra steps throughout the day and to set aside a specific time for physical activity.

Remember the reasons you identified that Americans are not as active and try to incorporate the opposite into your daily life.

The key point to remember is BALANCE. Create a balance between calories in (food) and calories out (metabolism and physical activity). Physical activity is only a part of our calories burned, but it is the part we can control.

3) Open to the Fast Food Menu.Write down the calories on the blank next to each food item you selected on your Fast Food Menu in your workbook. The calories are on the Fast Food Menu handout.

With your partner, add the calories for each food you had selected. After you have calculated the total calories, multiply that number by 20. I have a calculator and will walk around the room to help.

The number you just calculated is the number of steps you will have to take to use the calories in the meal you selected. For every calorie in a food it takes approximately 20 steps to use that energy. This formula is an average since everyone walks at a different pace and burns a different number of calories per step. But in general, you can multiply the calories in a food by 20 to get an estimate of the number of steps needed to burn those calories.

Take a few moments with your partner and respond to the questions on the back of your fast food menu. We will hear some of your responses in the whole group in three minutes.

Using the calculator, assist people with the addition and multiplication.

After a few minutes bring the group back together.What are your comments and answers to the fast food questions?

Can you still eat out at your favorite restaurants?

continue >

!

?

!

SESSION 1, P 19

Of course! You don't have to stop eating at the places you enjoy, but think about the "calories in must equal calories out" principle the next time you are about to order. By choosing wisely when dining out, you often can eliminate a significant number of calories.

During the next week, pick one or two foods and calculate the number of steps needed to burn those calories.

Did you walk that number of steps each day?

Ask yourself if the calories in certain foods surprise you. Think throughout the day about the principle of "calories in must equal calories out."

This activity just gives an idea of the amount of physical activity needed to use the calories from a typical fast food meal.

Knowing what you know now, tell your partner one thing you are going to do differently in the next week. Write your goal on a sticky note that you can post on your refrigerator at home. We'll hear a few of your goals in the whole group before you leave!

continue to “Summary” >

Remind participants that you don't have to burn off all the calories you eat using physical activity since a large number of calories is burned daily via metabolism.

Who would like to share their goals with the group?

?

!

?

SESSION 1, P 20

Summary:

1. Focus on the benefits of walking that you identified as the most important to you. Write sticky notes with the benefits most important to you and post these so that you can see them throughout the day.

2. Remember the goal you set in "Calories In - Calories Out". Use your sticky note to help remind you of the goal you set.

3. Don't forget to take the time to stretch. It helps with relaxation and the prevention of injury.

4. And most important, wear your pedometer and keep a daily log of your steps, successes and barriers. Remember that at the beginning of WalkWays we are getting used to wearing the pedometer. Make notes nightly of any issues or tricks you learn on wearing or using your pedometer so that we can all learn and troubleshoot together at our next session.

What are your questions before we end this session?

Provide a reminder of the next meeting date, time and location.

*Send an email to the State Office with the date, time and location of the next class.

?

!

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TITLE• BULLET

SESSION TWO

SESSION 2, P 22


What:• Reflecting on progress• How to set a goal• Methods to increase steps• Packing a healthy lunch

What for (Learner Objectives)By the end of this session you (the learner) will have:• Named your successes and concerns about using your

pedometers and log books• Averaged your total steps for the weeks since our last class• Written a contract with yourself• Named ways to increase your steps• Planned a healthy lunch you will pack next week

SESSION 2, P 23

Registration Supplies:• Name tags • Registration forms• Text/Email

registration forms• Consent forms• Physical Activity

Assessment

Welcome Supplies:• Participant packet

for each participant• Pens or pencils for

each participant

Have new participants complete Registration,Text/Email Registration, Consent Form, and the Physical Activity Assessment (pretest). We want to avoid new participants at this point due to the nature of the program, but sometimes it is unavoidable.

Have participants choose a nametag and write their name on it. The leader should also be wearing a nametag.

Check to see that participants have their Participant Materials and Log Books.



!

!

Successes and Challenges!Welcome! I am so happy that you were able to join us.

By the end of this session you will have:• Addressed your successes and concerns about using your

pedometers and logs• Averaged your total steps for the first weeks• Written a contract with yourself• Named ways to increase your steps • Planned a lunch you will pack next week

At the beginning of each session, we will review the step logs and chart your progress as a group. You will also take some time to reflect on your successes and discuss any difficulties you had in the weeks since our last session.

We also will review how to calculate your average steps per week and discuss any issues with wearing the pedometers or logging your steps.

Divide participants into groups of 2-4.

Take a few moments to jot down these two things: On the _______ (color) sticky note, write down one success you've had in the WalkWays program so far. For example, you remembered to wear your pedometer each day! Another success could be achieving any of the goals you set during the last session. When we discussed Calories In = Calories Out you set a goal about a food choice you would make differently in the coming weeks.

Did you stretch? Did you post the benefits of walking?

Then, on the ______ (other colored) sticky note, jot down a WalkWays challenge you've faced since we last met. For instance, remembering to reset your pedometer. Post your notes on the T-chart.


SESSION 2, P 24

Supplies• Blank sticky notes

(2 colors)• Flip Chart• Flip Chart page

made into a T-Chart (one column labeled "Success!" and other "Challenges")

continue >

?

?

Allow for a few moments to write success and challenge.

Now, share your success and challenge with your group! Ask them for possible solutions to your challenges. In a couple of minutes, we'll hear some of your successes and suggestions!

SESSION 2, P 25

continue to “How to Average Your Weekly Steps” >

Allow for participants to discuss.

Who wants to share some of the successes from your group?

Who wants to share some of the challenges and solutions discussed in group? Would you like to add any other possible solutions?

Provide feedback and facilitate problem solving. Allow enough time to discuss the issues, but this section should be about problem solving versus focusing on the negatives.

Comment on or summarize info on the T-chart.

?

!

!

!

How to Average Your Weekly Steps!

Now that you have brainstormed about how to more easily use your pedometers in the upcoming weeks, let us review how to calculate your average steps per week.

Take out your logbooks!

Every week, you will average your total steps for the week by adding the steps for each day and dividing by the total number of days. If you wore your pedometer every day, you would divide by 7. If you didn't wear your pedometer one day, you would only have step numbers for 6 days and would divide by 6.

You will use this number to create your goal for the following week. The WalkWays goal is 500 more steps per day than the week before. For example, if you walked an average of 2,500 steps each day in week 1, set your goal at 3,000 steps per day for the following week.

Complete the calculation at the bottom of each log page. For each week, you can calculate your average steps on that week's log sheet.

Take a few moments to calculate your average steps for weeks 1 and 2 (adjust for number of weeks that have lapsed between sessions). If you have already calculated your average steps per week, help one of your group members. Please let me know if you have any questions or need to use the calculator.

Bring your logs to me when you have calculated your average steps for each week.

SESSION 2, P 26

Supplies• Calculator • Evaluation sheet (for

instructor records)• Relaxing music (CD/Ipod/phone)

continue >

Provide time to calculate average steps and to collect the data from each person. Record data on the Evaluation Results sheet. Music can be played in the background while people are working.

We will chart the group's progress on this graph each time we meet. This chart will give you a visual of the average steps that you took for each day in a given week. We want the line to go up since we want the number of steps we take each day to go up over the course of the WalkWays program.

Continue wearing your pedometer. Remember the goal is to add 500 steps per day to your average from the previous week.

SESSION 2, P 27

continue to “Goal Setting” >

Graph the average steps for weeks 1 and 2. Draw a line between the two data points.

!

Goal Setting

Select goal quote cards appropriate for your group. The group will be divided into smaller groups based on the size of the group and the number of cards. For instance, if you decide to use 5 of the goal cards and you have 15 members in your session each group will have 3 members.

1) Divide into groups of ______.

Have someone from each group select a quote from the ______ (hat, bowl, bag, etc.). Read the quote out loud as a group, talk about what this quote means to you and how you could apply this to yourself and this program.

2) Each of these quotes focused on at least one of these concepts: goals, motivation or inspiration.

To help us achieve new and different things in our lives we often need to set goals and find ways to motivate and inspire ourselves to make these changes. Often our success is based on how we define our goals and how well we motivate and inspire ourselves. It is difficult to set goals and to keep them in mind during hectic, long and stressful days. But there are some keys to goal setting that can help you set yourself up for success.

Refer to the Setting Personal Goals sheet in your participant materials.

SESSION 2, P 28

Supplies• Quote Cards (one per

group)• Container (for goal

card drawing)• Colored paper• Markers

continue >

Determine size of groups prior to session.Put colored paper and markers at each table.

Allow 5 minutes for the groups to do the activity.

Who will read your group's quote and highlight the key ideas your group discussed?

!

?

!

Here are the steps to setting personal goals.

1. Set realistic, positive, and measurable goals Be realistic. Set goals that you will be able to achieve. For instance, an unrealistic goal might be "Run for 1 hour each day." You may dislike running. Instead, set a goal for something you enjoy, such as "I will walk my daughter to school each day." This is realistic. Make your goals positive. Avoid the word "never" in your goals. Instead of "I will never watch TV again," say "I will watch 15 minutes less TV each day.” Make your goals measurable. A measurable goal has some way for you to know you met the goal. A measurable goal is “I will only eat fast food one time per week.” A nonmeasurable goal is “I will eat healthy.”

How do you determine if you ate “healthy”? Can you determine if you ate fast food only 1 time per week?

2. Break your goal into smaller stepsSmall goals help you see success along the way. They also make it easier to reach the final goal. Here is an example. “I want to lose 30 pounds” is a long-term goal that might take months or years. That is a long time to go without rewarding yourself. A way to break that goal into smaller steps is, “I want to lose 2 pounds per month.” At the end of every month you can determine if you met your goal. Reward yourself if you met it, and problem solve and reevaluate your methods for weight loss if you didn't meet your goal. Those small steps help make the journey seem shorter.

3. Identify obstaclesChallenges are easier to overcome when you are prepared. Identify things that you might face and try to make plans ahead of time. It is always easier to stay on course if you have a map of what to do. If you are starting a walking program in the winter, snow might be a problem. Ahead of time, look for alternative walking sites such as a local mall or community center, or search YouTube or download an exercise video for use at home.

SESSION 2, P 29

continue >

?

4. Build support systemsMost people benefit from support from family, friends, your church or others trying to achieve your same goal. The members of this group could become one of your support systems. These people can provide support, inspiration, a walking partner or someone to take part of your workload at home, allowing you time to reach your goal. Let your friends and family know your goals and have them be part of the process of reaching those goals.

5. Find inspirationCollect inspiring words and pictures that help motivate you. Place positive messages and reminders for yourself where you can see them each day. Take time to reflect on your goal and your steps towards success.

6. Sign a contract with yourself Once a goal is in writing, it is much easier to remember the goal and work towards it. If you don't fully commit to a goal, it is hard to take the steps necessary to reach it. Writing it down is one of the first steps in committing to your goal.

7. Celebrate your success Track your progress and celebrate each time you reach another step on the way to reaching your goal. Make sure your celebration supports your goal. For instance, if your first step was to “walk three days a week,” don't reward yourself by taking a week of vacation from walking! Instead, think of a reward that is independent of your goal. You might treat yourself to a movie or take a half hour for yourself in a relaxing bath.

SESSION 2, P 30

continue >

What are your questions on goal setting? What are some examples of goals you have previously set for yourself?

?

3) Turn to the Contract with Myself page in your participant materials. Explain each part of the contract. If needed, do a practice contract.

Take a few minutes to think about setting a goal and writing this goal as a contract to yourself. WalkWays is a walking program, so focus on physical activity and health. Use the Setting Personal Goals guidelines to help set your goal. Make it realistic and measurable.

What steps will help you reach your goal? How will you get support from family and friends?

Don't forget to think of obstacles to obtaining your goal. And be sure to think about how to reward yourself.

Take a few moments to write your Contract with Myself.

Provide approximately 10-15 minutes for people to write their goals.

The Contract with Myself is a work in progress. Until our next session, think (and act) on building your support network, what obstacles may arise, the steps to your goal and if the goal you set is realistic. You can always go back and make changes during the next couple weeks.

Write down on the colored piece of paper a reminder to yourself of your Contract with Myself. This reminder can be the goal itself, a step to that goal, a phrase or word that reminds you of your goal. Post it somewhere at home where you can see it.

Look at your contract often. Remember you set this contract with yourself because you are motivated to make changes. All your steps towards your goal are steps towards success!

SESSION 2, P 31

Allow time to make their sign.

?

!

!


Get Off the Couch and Get Moving1) Research studies show that taking a 10-minute

walk and including small bursts of physical activity throughout the day have important health benefits.

Most health benefits occur within 150 minutes (2 hours and 30 minutes) a week of moderate intensity physical activity like brisk walking. If you aim for 30 minutes a day of physical activity you will meet your needs! Include a combination of aerobic (endurance) and muscle strengthening (resistance) activities. Remember, some physical activity is better than no physical activity.

To achieve your 30 minutes per day, you can either increase movement throughout the day OR include a long walk to reach your 30 minutes. Most people find it easiest to meet the health goal by combining increased physical activity throughout the day with regular brisk walks.

Thirty minutes per day is the minimum recommendation for physical activity. Some organizations are promoting 60 minutes each day and you may hear this recommendation on the TV, radio or from a health care provider. The goal of this program is to move more and not focus on the exact requirements. The more you move, the more health benefits you receive. Small changes equal success! The closer to 10,000 steps you get each day the better.

SESSION 2, P 32


registration forms• Consent forms• Physical Activity

Assessment


for each participant• Pens or pencils for each participant

Supplies• "Next week I will...."

Post it Notes

continue >


!

There are a lot of ways to increase physical activity throughout the day.

Here are some examples: • Get off the bus one stop early.• Walk to the grocery store. Carrying the groceries home is

like a weight lifting workout!• Park the car in the farthest spot. This also decreases the

stress of driving around looking for a space.• Take a walking break rather than a coffee break.• Walk around the mall once before shopping.• Take the stairs instead of the elevator.• Walk to do errands.• Walk the dog.• Walk with a friend rather than talking on the phone.• Watch 15 minutes less TV and instead go on an evening

walk.• Walk your children to school.

Call out some other ideas.

2) Find a partner. With your partner, come up with 3 “active” alternatives

to things you currently do in your free time. For example, if you sit and wait while your child is at cheerleading practice, you could instead walk around the school with another parent. If you talk to your friend on the phone a few evenings a week, you could meet once or twice a week for a long walk and talk. Be creative and realistic. Write your ideas down on the “Get off the Couch and Get Moving” worksheet.

3) Take one of the post-it notes that says “Next week I will ____________” and fill in the blank with one of the activities you just identified. Choose something that is realistic and you believe you could do most days of the week. It can reflect the Contract with Myself and be a stepping stone for your goal.

SESSION 2, P 33

continue to “Healthier Lunches” >

Allow time for the participants to brainstorm ideas to include activity.

!

Healthier Lunches1) Turn to the next page entitled “Healthier Lunches”

in your participant materials. Take a moment and write down what you ate for lunch today.

(Note: If the program is in the morning, ask what they ate for lunch yesterday.)

Try to be as detailed as possible. Think of the sizes of beverages, snack foods and sandwiches. Don't forget to add condiments.

2) Lunch is a meal that many of us eat away from home. Some people pack their lunch while others purchase food at convenience stores, vending machines, cafeterias or fast food restaurants.

Who packs your lunch? Who purchases your lunch each day?

We are going to focus today on packing a lunch. Packing your lunch has two major benefits. Packed lunches are generally healthier than lunches that are purchased and usually cheaper!

When purchasing items for your lunch, steer clear of items that are individually packaged. These usually are much more expensive. Buying items in larger quantities and dividing them helps cut the cost per lunch.

Here is an example of the cost savings of dividing your own lunch items compared to prepackaged items. At the local grocery store, a box containing 9 individually wrapped 1-ounce bags of pretzels costs $2.99. Each 1 oz bag costs $0.32. A 14-ounce bag of the same brand of pretzels costs $2.19 so you would only spend $0.16 per ounce of pretzels. The individually wrapped pretzels cost two times as much as buying the larger bag and dividing yourself.

Make sure you don't divide into portions that are too large.

SESSION 2, P 34

Supplies• Lunch Boxes• The Healthier Lunch

food cards• Tape• Examples of small

containers and/or foods that could be used for packing

continue >

?

!

If the convenience of individually packaged foods is the only way to pack your lunch, it is still less costly than buying your lunch everyday.

Show various packaged foods that are a good idea to include in lunches such as fruit, pudding, yogurt and applesauce (these items can be given away as door prizes if you want).

Make 1/2 your plate fruits and vegetables! It is best to plan fruits and vegetables throughout the day. Before you go grocery shopping, think of fruits and vegetables that youlike and are easy to pack in your lunch. Canned fruit (in 100% fruit juice), carrots, bananas and apples are all easy to pack items.

Leftovers are a quick and easy way to pack your lunch. Right after dinner, pack leftovers from dinner in plastic containers that will be ready to grab the next morning.

Reinforce the use of containers for ease in packing leftovers.Don't forget about food safety when packing your lunch. If you don't have a refrigerator available during the day, put a freezer gel pack in your lunch bag to keep things cold or freeze a juice box, yogurt or water bottle that will help keep things cold.

Think before you drink! A lot of extra calories are consumed drinking sodas and fruit drinks. These beverages also add up to a lot of money throughout the week. Purchasing bottled water also is expensive. Use a water bottle and fill it with water at home. If you really enjoy a soda every once in a while, treat it as a dessert and enjoy in moderation.

SESSION 2, P 35

continue >

What are some creative ideas that you have to package lunch items?

Show various plastic containers that can be used to pack lunch (focus on smaller containers for portion control).

?

!

!

3) Everyone stand up. I am going to tape a slip of paper to each person's back. This piece of paper has a food listed on it that would be a wonderful item to pack in your lunch. You will have 10 minutes to go around the room and find out what food is on your back. You are allowed to ask your fellow participants questions that can ONLY be answered with YES or NO. The goal is to guess the food on your back and have fun!

Here is an example of what you could say: “Am I a fruit?” NO “Am I a vegetable?” NO “Am I from the dairy group?” YES “Am I yogurt?” NO “Am I cheese?” YES “Am I yellow?” NO “Am I white?” YES “Am I string cheese?” YES

Remove the item from your back.

Take a moment to tell us what food you were and how you discovered it. Write down any foods that you heard that you would like to pack in your lunch under the “Lunch Ideas” section on your Healthier Lunches worksheet.

SESSION 2, P 36

continue >

Play music for the activity.

What are other ideas for quick and healthy lunches?

Allow group to generate ideas.What are your questions about lunches?

?

?

!

!

Everyone take a few minutes to use the list of lunch ideas to plan one lunch they will pack in the upcoming week. Write your lunch plans for the following week under the “My Lunch Plans” section on your worksheet.

Allow everyone a few minutes.

Look at the top of your worksheet and see what you ate for lunch today (or yesterday).

Is it very different from what you just planned?

I hope you each enjoy packing your lunch at least once in the next week. Remember all the money you will save packing your lunch. Just saving $1.00 per day on lunch equals $270.00 per year!

What would you do with the extra money?

SESSION 2, P 37

continue to “Summary” >

Who wants to begin?

Allow everyone the opportunity to go through all of the items they were provided.What other foods could be included in a healthy lunch?

Allow for people to include ideas that are not on the list.

?

?

?

?

!

!

!

Summary:

It was great to see each of you this week. Remember the different goals that you set for yourself for the upcoming weeks.

1. WALK! Wear your pedometer and log your steps. Remember that each week the goal is 500 steps more per day than the week before!

2. Reread, change, review and commit to the Contract with Myself. Be sure to give yourself rewards for progress towards your goal.

3. Use the goal you identified on your “Next week I will....” sticky note to help you reach your 500 steps extra goal. Post this somewhere to remind you each day of your commitment to yourself. Use the sticky notes to set goals for the following week.

4. Pack your lunch at least once! Use your WalkWays lunch bag and the lunch idea you created today.

Every extra step you take is a step towards health! Make notes nightly of successes, issues or other things that you want to remember, share or ask at the next session.

SESSION 2, P 38


Provide a reminder of the next meeting date, time and location. Send an email to the State Office with the date, time, and location of the next class.

?!

SESSION 2, P 39

Quote Cards

“Far and away the best prize that life has to offer is the chance to work hard at work worth doing.” – Theodore Roosevelt

“If you want to reach a goal, you must “see the reaching” in your own mind before you actually arrive at your goal.” – Zig Ziglar

“A journey of a thousand miles begins with a single step.” – Chinese Proverb

“You can't reach your goals if you don't try.” – Kathy Seligman

“I long to accomplish a great and noble task, but it is my chief duty to accomplish small tasks as if they were great and noble.”

– Hellen Keller

“You can't hit a home run unless you step up to the plate. You can't catch a fish unless you put your line in the water. You can't reach your goals if you don't try.” – Kathy Seligman

SESSION 2, P 40

Quote Cards

“Becoming a star may not be your destiny, but being the best you can be is a goal that you can set for yourself.” – Brian Lindsay

“The achievement of your goal is assured the moment you commit yourself to it.” – Mack R. Douglas

“The most important thing about having goals is having one.” – Geoffrey F. Albert

“I can give you a six-word formula for success: Think things through – then follow through.” – Edward V. Rickenbacker

“The time is always right to do what is right.”

– Martin Luther KIng, Jr.

“Success is a journey not a destination.” – Arthur Ashe

SESSION 2, P 41

Baby Carrots

Peanut Butter and Jelly Sandwich

(on whole wheat bread)

Granola Nuts(sunflower, almonds, peanuts)

Whole Wheat Wraps Trail Mix

SESSION 2, P 42

Whole Grain Dry Cereal Dried Fruit

Apple Popcornwithout lots of butter

Banana CucumberSlices

SESSION 2, P 43

Peach Whole-wheatCrackers

Animal Crackers

Low-fat Yogurt

Whole-wheat Pretzels Watermelon

SESSION 2, P 44

100% Fruit JuiceCanned Fruit

Turkey Sandwich on Whole Wheat Bread

InstantOatmeal Pasta Salad

Whole Wheat Spaghetti or Pasta

Cheese andCrackers

SESSION 2, P 45

CannedSoup Peanut Butter

and Crackers

SESSION THREE

SESSION 3, P 46


What:• Reflecting on progress• Managing your time• Safety and walking• Investigating common beverages

What for (Learner Objectives)By the end of this session you (the learner) will have:• Named your successes and concerns • Averaged your total steps for the previous weeks• Analyzed how to use your time • Tasted a variety of healthy drinks

SESSION 3, P 47



Assessments



each participant

Have new participants complete Registration, Text/Email Registration form, Consent Form and the Physical Activity Assessment (pretest). We want to avoid new participants at this point due to the nature of the program, but sometimes it is unavoidable.

Have participants wear nametags. The leader should also be wearing a nametag.

Check to see that participants have their participant materials and log book.



!

!

Successes and Challenges!

Welcome! I am so happy that you were able to join us again.

By the end of this session you will have:• Named your successes and concerns • Averaged your total steps for the previous weeks• Analyzed how to use your time • Tasted a variety of healthy drinks

Remember that at the beginning of each session we will review the step logs and chart our progress as a group. You also will reflect on your successes and discuss any difficulties you had in the weeks since our last session.

Divide into groups of 2-4.

Take a few moments to jot down these two things:

On the _______ (color) sticky note, write down successes you've had in the WalkWays program so far. For example, you packed your lunch one day using the information from class! Then, on the ______ (other colored) sticky note, jot down a WalkWays challenge you've faced since we last met - for instance, forgetting to wear your pedometer. Think about the goals you set for yourself at our last session. You had written a Contract with Myself, you identified an active alternative on your "One thing I will do next week" sticky note, and you set a goal about packing your lunch. Keep in mind these goals and the WalkWays goal to walk when completing the activity.

SESSION 3, P 48

Supplies:• Sticky notes

(2 colors)• Flip Chart• T–Chart Flip Chart

page from previous session (one column labeled "Success!" and other "Challenges")

• What are your questions?

Allow for a few moments to write successes and challenges.

Would anyone like to share how walking has been since our last class? ?

continue >

?!

!

Now, share your successes and challenges with your group! Talk about possible solutions to your challenges. In a couple of minutes, we'll hear some of your successes and suggestions!

Who wants to share some of the challenges and solutions discussed in your group? Who would like to add any other possible solutions?

Bring your sticky notes to our T-chart so we can capture your successes and challenges today and refer back to them in future sessions.

SESSION 3, P 49

continue to “How to Average Your Weekly Steps!” >

Allow for participants to discuss.• Who wants to share some of the

successes from your group?

Provide feedback and facilitate problem solving. Allow enough time to discuss the issues, but this section should be about problem solving versus focusing on the negatives.

?!

!

How to Average Your Weekly Steps!

1) You have recorded the average steps per day at the bottom of each week's log sheet. You need these numbers so you can set the goal for the following week. The WalkWays goal is 500 more steps per day than the week before. Do you want to review how to calculate your average?

If a review is necessary:

Every week, average your total steps for the week by adding the steps for each day and dividing by the total number of days. If you wore your pedometer every day, divide by 7. If you didn't wear your pedometer one day, divide by the number of days you wore it.

Use this number to create your goal for the following week. The WalkWays goal is 500 more steps per day than the week before.

Complete the calculation at the bottom of each log page.

Calculate your average steps at the end of each week. Take a few moments to calculate your average steps for weeks 3 and 4. If you have already calculated your average steps per week, help one of your group members. Please let me know if you have any questions or need to use the calculator.

Bring your logs to me when you have calculated your average steps for each week on our class average sheet. I will calculate the average steps for the whole group for each week.

SESSION 3, P 50

Supplies:• Calculator • Evaluation sheet

(for instructor records)

• iPod/CD/phone player

• Relaxing music

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SESSION 3, P 51

continue to “Take the Time” >

Graph the average steps for week 3 and 4. Draw a line between the data points.

• What are your thoughts?

Discuss the graph. Discuss the successes. Provide positive feedback if the group went up in steps. If the group did not go up in steps take some extra time to discuss and review the ways to increase steps.

Find a partner. Ask each other these two questions!

1. Looking back since you started this program, what makes you the most proud of yourself?

2. Thinking ahead, what's one thing you want to improve?

Allow time for the partners to discuss.• Does anyone want to share your

responses?

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Take the Time!

1) Take out your participant materials and turn to the page titled "Take the Time!" in your participant books.

The "Take the Time!" page has two clocks on it, representing the 24 hours in a day. As I read a list of items, shade in the number of hours you spend on an average school/work day doing those items. When shading in an area, write down the activity on or near the clock.

We will come back to this sheet later.

2) People identify lack of time as one of the main reasons for people not being physically active. Managing your time wisely is a wonderful way to find more time.

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Supplies• Flip chart• Marker• Glass jar• Bag of small rocks• Bag of pebbles• Container with

water• Bucket

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Write these items on a flip chart.• Sleeping• Commuting in the morning and evening (school, work, childcare)• Grooming (showering, getting dressed)• Preparing meals• Eating• Tending to others (children, parents, etc)• Working or attending school

• What are other things that you MUST do each day?

• How many hours are left on your clocks?

• Write down the type of activities you usually do during these hours.

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Some things that time management skills can help you do are: • Determine what is important and what can be dropped • Use your time more effectively • Decrease stress • Increase walking time

You can use a number of time management strategies. Follow along on the "Find the Time" page. Identifying which method works for you is the first step in time management.

Keep an activity log.Track how you spend your time throughout the day. The activity log is created not from memory, but as you go about your day. It is also a great way to identify where you can add more walking in your day. There is an activity log in your participant book to get you started!

The clock activity participants completed was from memory. Most of us remember being very busy. Reflecting back on our day, such as in the clock activity, is a valuable activity since it gives us a picture of our day, but the activity log provides greater detail of the exact things we did all day long.

• "Twofer" means doubling up activities. After you write down your activities in your activity log,

you may notice you spend a lot of time taking the children to the park. This is an activity you value and want to continue, but you notice that you spend a total of 3 hours per week sitting at the park. You decide to instead walk around the park while the children play. This means that you now have done something called a "Twofer".

Another example is to read the newspaper on the bus in the morning instead of at lunch. This frees up 15 minutes at lunch time to go for a walk. You have not eliminated anything from your day, but have instead used the "twofer" method to help create more time.

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• Make a "To Do" list. Lists help you prioritize tasks for the day ahead. Start by writing the most important thing you have to do that day. Group the items by the things that MUST be accomplished that day and things you would LIKE to accomplish that day. Prioritizing activities each day helps you plan more effective use of your time.

Make sure you include on your "To Do" list things that are important for you such as walking! If you don't make it a priority, it will be hard to find the time in your busy day.

• Delegate! Someone else can pick up the few items at the grocery

store, do a few loads of laundry, drive the children to baseball practice or make dinner. Allowing other people to take some responsibility helps them learn new skills while providing you with some valuable extra time.

• Get up early and create extra hours in your day. This is a simple way of gaining more time for you. The

hardest part is crawling out of bed. Try getting up just 15 minutes early to allow for a morning walk. Remember that walking boosts energy!

Here is a mason jar. I need a volunteer to place some rocks in the mason jar. Stop when it is full.

Can you fit anything else in this mason jar?

It does appear full.

But is it?

Now can I have a volunteer to put some pebbles in the jar?

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Which of these can you incorporate into your life? What are some other time management ideas?

3) Use the mason jar, rocks, pebbles and water as you describe this theory. Keep all props out of sight until it is time to use them.

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Put as many in as you can possibly fit. Wow! We were able to fit more in the jar. Let us know when you think your jar is full. Can you fit anything else in this mason jar?

I need another volunteer. Pour water in the jar until it is full.

Each of us has many large priorities in our life, represented by the rocks. We also have things that we enjoy and many things that we have to do which are represented by the pebbles. Lastly, we have things that create clutter in our lives and fill up all the remaining space....the water.

Empty the jar into the bucket.

Here is the beauty of the mason jar theory. If you fill the jar up with water until it is completely full, can the rocks or pebbles be added?

The jar represents your day. The rock, pebbles and water represent the things that fill your day. Isn't it amazing how much can be crammed into one day?

By first making sure your large priorities (your rocks) are scheduled and completed each day, you can allow time for smaller but less important items in your day. But if you first fill your day with the less important items, it is hard to find the time later for the important matters.

Your health should be a rock. Making time for walking should be a priority each day.


Take a few moments to write the “rocks” in your life on the "Find the Time" page in your participant book. The “rocks” are the things that are most important to you.

Allow a few minutes for participants to generate their list.

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Star the items on your Take the Time! clock that are on your “rock” list. • Are any “rocks” not on your clock?

Circle the items on your clock that are your “pebbles.” These are the things that you LIKE to do or HAVE to do each day.

Allow a few moments.

Water. The remaining items are water, the items that are not necessary and do not provide enjoyment. These are things that you could eliminate from your day. There will always be a certain amount of water in our days, but keeping the amount to a minimum is key. The more time spent attending to these items, the less time you have for the rocks and pebbles in your life.

Take a moment to think about your “rocks” and “pebbles.” Think about the “water” that fills up your day.

Flip to the "To Do list." Knowing what you know about time management, write a “to do” list for tomorrow. Think about the different concepts of time management when writing your list.

Allow a few moments to complete the “to do” list.

Cut out the “to do” list and make sure you post it or take it with you tomorrow.• What are your questions?

Let's take a 5-minute stretch break.

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• Can you make changes in how you prioritize the items in your day?


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Safe Walking1) Find a partner. For the next few minutes, talk with your

partner about safety and walking. What are your safety concerns? How do safety concerns limit your walking?

Allow about 5 minutes for discussion.• Who will share with us some of your concerns

about safety and walking?

2) Walking is recommended because it has many health benefits with very few risks. Even though walking is recommended, there are some safety concerns that you should think of when starting a walking program.

Your Safe Walking worksheet identifies 5 concerns:• Current health conditions• Good shoes• Safe environment• Weather• Exertion levels

Current health conditions – Doctors usually try to get their patients to move more, but if you have health problems, it is a good idea to check with your doctor before going out for frequent brisk walks.

Good shoes – Shoes are your most important equipment for walking. Your shoes should be flexible, provide good support and allow the foot to expand when walking. Shoes should not rub or cause blisters. Tie laces tightly so your foot does not slip. Wear socks. They should not be too loose. Socks that

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Assessments



each participant


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are loose can bunch in the shoe and cause blisters. You don't need expensive shoes, but you do need shoes that fit properly and provide support. It is a good idea to get your foot remeasured since your feet could have changed over time.

Safe environment – Walk in a well–lit area if you are walking in the early morning or evening. It is always a good idea to inform family members of your walking route. It is even better to walk with someone. If possible, walk in an area that has sidewalks or trails. If your neighborhood does not have sidewalks, walk on the side of the street facing traffic. When walking towards traffic you are more visible and you are aware of oncoming traffic. Always carry identification. Wear reflective clothing and/or light or white clothing or bring a flashlight in the early morning or at night so that motorists can also see you.

Weather – Do not walk in a thunderstorm. Lightning is very dangerous. Be careful in the winter months. Ice or snow can be very slippery. Wet leaves in the fall often catch people off guard and cause them to slip.

Exertion levels – Exertion is the level, intensity or pace at which you are walking. Walk at a comfortable, but challenging pace. It is usually recommended that you walk at a pace that is somewhere between “fairly easy” and “somewhat difficult”. For each person, this pace will be different. You should be able to talk to someone while walking, but not be able to sing! If you are too out of breath when you talk, you should slow down your pace. If you have enough breath to sing, you should increase your pace.

3) Choose a partner and talk about a safety tip that you feel applies to you. Explain that tip and how you will incorporate it into your walking program.

Allow 10 minutes to discuss.

Write down three things in the “Walking and my safety” section on your Safe Walking worksheet that you will do to increase your safety while walking.

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The Sugar We Drink

1) Find a partner. Discuss what you drink in a typical day. Discuss what types of beverages you like, the amounts you drink, and when and where you drink beverages.

2) Have one person in your group come up and get a container of sugar cubes and a stack of cups. I am going to show you 4 beverages, and I want each group to guess how much sugar is in each of these beverages. You will use sugar cubes to guess how much sugar. Two sugar cubes equals 1 teaspoon of sugar.

Take some time as a group to decide how many sugar cubes are in each. Count out the number of sugar cubes and place in the appropriate cup.

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Supplies• Sugar cubes (box

or bowl for each group)

• One set of labeled clear plastic cups for each group (labeled with cola, orange soda, diet cola and fruit drink)

• Example bottles of a cola, orange soda, diet cola and fruit drink

• 8 ounce measuring cup

• Small tasting cups (3–4 for each person)

• Different low or reduced calorie beverages needed for tasting activity in Apply section

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If you cannot find the beverages above, find similar products and similar sizes.

If the sizes are different, calculate the amount of sugar for each.

• Who would like to share your team's guesses?

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Allow participants to get sugar cubes box/bowl and one set of labeled cups.

Here are the 4 items • 20 ounce cola• 20 ounce orange soda• 20 ounce diet cola• 20 ounce fruit drink

Show containers of each item.

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Let's find out how much sugar is in these products.• 20 ounce cola = 34 sugar cubes (17 teaspoons)• 20 ounce orange soda = 44 sugar cubes (22 teaspoons)• 20 ounce diet cola = 0 sugar cubes (0 teaspoons)• 20 ounce fruit drink = 36 sugar cubes (18 teaspoons)

The USDA recommends that the average person eat no more than 10 teaspoons of sugar per day.

We need a certain amount of fluid every day. We get fluids from the food we eat and the beverages and water we drink. Besides containing life–sustaining water, some beverages contain nutrients, sugar, caffeine and a whole host of other items — some good for us, and some not so good.

Beverages can have a lot of calories. Americans get a large amount of “Energy In” from beverages. These calories are often called “hidden calories”. We often gulp down a large beverage without thinking of the calories that we just consumed.

Liquid calories, the kind you find in beverages, do not have the same satiety or filling effect, as food does. If you have a large soda in the middle of the afternoon, you might still want an afternoon snack or a large dinner. Studies have shown that if people eat a snack in the afternoon, they will eat less dinner, but if they drink a beverage with the same number of calories as the snack, they do not eat less at dinner. The beverage calories become extra calories.

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• What surprises you?

• How will you look at these beverages differently now?

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Beverages also have been hit by the “super size” phenomena. A regular soda used to be 12 ounces. Today it is not uncommon to find a soda that is 32, 40 or even 50 ounces, adding 300–500 extra calories.

Even the glasses we use at home have grown larger over the years. Six to eight ounce juice glasses used to be standard, but they have been replaced by 16 ounce glasses or large 32 ounce plastic cups. So beverages at home are often “super sized”. A serving of most beverages is 8 ounces. This measuring cup is 8 ounces. A serving of 100% fruit juice is 6 ounces.

Show the measuring cup.

Some beverages, such as milk, have calories, but they also provide valuable vitamins and minerals such as Vitamin D and calcium. You can save 60 calories per 8 ounces by choosing fat–free (skim) milk instead of whole milk.

Fruit juices taste wonderful, but it is often hard to determine which have real fruit juice and which are only fruit flavored. Look for 100% fruit juice on the label. Try to avoid juice drinks or flavored beverages, since they contain little or no real juice.

No matter what fruit beverage you drink, be aware of the calories it contains. If Sally drinks a 16–ounce glass of orange juice for breakfast every morning, and she also purchases a 20–ounce bottle in the afternoon, she gets a grand total of 495 calories per day from orange juice. That is a lot of liquid calories.

Soda is a huge source of calories in the American diet but doesn't provide valuable vitamins and minerals. The huge bottles, movie–size and super–size servings and free refills make it hard to avoid drinking large volumes of this sugary beverage.

• Have you tried to find a 12–ounce can lately at a convenience store or vending machine? The 20–ounce bottle is quickly replacing them.

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Another big seller in today's drink market is sports beverages. Most Americans get plenty of electrolytes from the food they eat and do not need extras from a beverage. Athletes who train hours each day may need to replace lost electrolytes using sports beverages, but most Americans can just use water to replace the fluids lost during exercise. A person who walks for half an hour may burn 140 calories. A 24–ounce sports beverage has approximately 150 calories. Remember calories in = calories out.

• What does this leave us to drink? First, you do not need to eliminate these beverages from your diet. Usually a major step in calorie reduction is just reducing the amount you consume.

There are numerous beverages that are reduced in calories or have no calories. Water is a good choice. It provides the fluids your body needs without any calories. Tap water is perfectly healthy; there is no need to spend money on bottled water. Lots of flavored waters are hitting the market. Some are flavored with small amounts of fruit juice or sugar substitutes and have little to no calories. But be aware that many “waters” that are new to the market have lots of calories. Check the Nutrition Facts Label.

If you want something besides water that is low in calories, try adding a little flavor to your water. Adding a little fruit or seltzer keeps your drink low in calories and makes it taste greate!

Try: • Lemons, oranges, or cucumbers• Apples and cinnamon• Seltzer water and lime• Seltzer water and small amount of 100% fruit juice

These provide lots of taste with little or no calories. What about trying unsweetened tea?

• What are some of your “healthy” beverage suggestions? • What are your questions?

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Now you'll have the chance to do some tasting of beverages that are good choices.

There are small tasting cups at each beverage. Stand up. Move around. Try the beverages.

Think about what you learned today about beverages. Think about what you might do differently knowing this information.

Will you drink a different beverage? Will you limit soda? Will you choose diet soda? What will you do differently?

Write your goal on the “Next week I will” sticky notes. Post the sticky note somewhere to remind you of your goal.

I invite you to share your goal with the group!

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Set out tasting cups and beverages for the participants to try. (Examples are fat–free milk, seltzer water, seltzer water and fruitjuice mixed, or a powdered sugar–free beverage.)

Add any other beverages that you know and enjoy.

Once they are done tasting the different beverages have them return to their seats.

• Who will tell us what you liked? • What surprised you? • What didn't you like? • Which ones will you try at home?

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Summary:

It was great to see each of you this week. Remember the different goals that you set for yourself for the upcoming weeks.

1. WALK! Wear your pedometer and log your steps. Remember that each week the goal is 500 steps more per day than the week before. Remember to reward your successes.

2. Use your To Do list. Think about the jar and remember that if you fill it up with water first, there is no room for your rocks. Knowing what things in life are your rocks, pebbles and sand will help you prioritize.

3. Safety. Think safety and take steps towards making walking safe.

4. Post your “Next week I will” sticky note with your beverage goal on your refrigerator. Try new beverages. Think before you drink!

Every extra step you take is a step towards health! Don't forget to make notes nightly of successes, issues or other things that you will want to remember, share or ask about at the next session.

SESSION 3, P 64

• Are there any questions before we end this session?

Provide a reminder of the next meeting date, time and location. Send an email to the State Office with the date, time, and location of the next class.

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SESSION FOUR

SESSION 4, P 65


What:• Reflecting on progress• Monitoring heart rate• Investigating portions versus servings• Walking in your community

What for (Learner Objectives)By the end of this session you (the learner) will have:• Named your successes and concerns • Averaged your total steps for the previous weeks• Monitored your resting and exercise heart rates• Applied portion control information to your own life• Identified places in your community to walk

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Assessments



each participant

Leader’s Guide KeySpoken Text = Black textInstructions = Green and italicizedQuestions = Blue text

Have new participants complete Registration, Text/Email Registration, Consent Form, and the Physical Activity Assessment (pretest). We want to avoid new participants at this point due to the nature of the program, but sometimes it is unavoidable. Have participants complete the post-test (Physical Activity Assessment) at the end of this session.

Have participants choose a nametag and write their name on it. The leader should wear a nametag.

Check to see that participants have their participant materials and log book.


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Successes and Challenges!

Welcome! I am so happy that you were each able to join us again. How were the last few weeks of walking? Today we are going to continue talking about walking and healthy eating.

By the end of this session you will have:• Named your successes and concerns • Averaged your total steps for the previous weeks• Monitored your resting and exercise heart rates• Applied portion control information to your own life• Identified places in your community to walk

Remember that at the beginning of each session we will review the step logs and chart our progress as a group. You will also take some time to reflect on your successes and discuss any difficulties you had in the weeks since our last session. I want to ensure that all of your questions are answered so that you can continue walking your way to a healthier you.

Divide into groups of 2-4.

Take a few moments to jot down these two things:

On the _______ (color) sticky note, write down successes you've had in the WalkWays program so far. For example, you chose a smaller soda or water rather than your regular super size soft drink! Then, on the ______ (other colored) sticky note, jot down a WalkWays challenge you've faced since we last met. For instance, finding the time to walk. What are your questions?

Remember the information and goals you set for yourself at our last session. You wrote a To Do list, identified a beverage goal on your "One thing I will do next week" sticky note and listed ways to make walking safer.

SESSION 4, P 67

Supplies:• Blank sticky notes

(2 colors)• Flip Chart• T-Chart Flip Chart

page from previous session (one column labeled “Success!” and other “Challenges”)

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Keep these goals and the WalkWays goal to walk more in mind when completing the activity.

Allow for a few moments to write successes and challenges.

Now, share your successes and challenges with your group! Ask others in your group for possible solutions to your challenges. In a couple of minutes, we'll hear some of your successes and suggestions!

Allow for participants to discuss.

Who wants to share some of the successes from your group?

Who wants to share some of the challenges and solutions discussed in your group? Who would like to add any other possible solutions?

Provide feedback and facilitate problem solving.

Allow enough time to adequately discuss the issues, but this section should be about problem solving versus focusing on the negatives.

Bring your sticky notes to our T-chart so we can capture your successes and challenges today. Congratulations for so many successes over the course of the program.

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continue to “Average Your Weekly Steps!” >

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Average Your Weekly Steps!

1) Each week you have averaged your steps per day. Bring your logs to me so I can calculate the average steps for the whole group for each week.

Look at what you have accomplished over the course of this program.

SESSION 4, P 69

Supplies• Calculator • Evaluation sheet

(for instructor records)

continue to “Take Your Pulse” >

Record data on the Evaluation Results sheet.

Graph the average steps for the previous weeks. Draw a line between the data points.

• What surprises you?

• What are your comments?

Talk about the graph and the successes.

Provide positive feedback if the group increased in steps.

If the group did not increase in steps, discuss why and review the ways to increase steps.

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Take Your Pulse1) At the last session, we talked about safety issues

related to walking. One safety consideration was exertion level or the intensity of your walk. We used the quick test that you should be able to “talk, but not sing” when you are on your walk.

Another great way to monitor your exertion is your pulse rate. It is good for people to monitor their “resting pulse rate” regularly. This is your pulse rate when you are relaxed and sitting in a chair. Your resting heart rate tells you the strength of your heart as it pumps blood through your body. The stronger your heart, the fewer times it has to beat. Checking your resting heart rate is a good way to measure changes in your physical condition. The more active you are, the lower your resting heart rate.

While you are walking, stop for a few seconds and monitor your pulse. This lets you know if you are walking too fast or too slow. Your heart rate during exercise should fall within your “target heart rate”. The target heart rates are 60-90% of your maximum heart rate. Maximum heart rates are determined by age.

Here are some target heart rates based on age. Follow along in your Take Your Pulse handout. These are just guidelines and could differ if you have a medical condition.

Age Target heart rate 30 years old: 114 - 171 BPM 40 years old: 108 - 162 BPM 50 years old: 102 - 153 BPM 60 years old: 96 - 144 BPM 70 years old: 75 - 128 BPM

These numbers are provided in a range. Walk at a pace within your target heart range. Walking in this range will provide many health benefits, but will not be strenuous and unsafe.

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Supplies• Stop watch• Calculator• CD/iPOD/phone• Music

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• What are your questions?• Are you ready to find your heart rate?

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2) Everyone relax. Stay seated. Put your right index finger on the inside of your left wrist, below the thumb. (Hands can be reversed if someone is left-handed.) Can you feel your pulse? If you cannot feel your pulse, move your fingers around until you feel it. Do not use your thumb since your thumb has its own pulse. Does everyone feel his or her pulse?

Help participants who are having trouble.

When I say “go”, start counting your heartbeats. After 15 seconds, I will say “stop”.

Use the stopwatch or second hand on a clock to count for 15 seconds.

Repeat 1 or 2 times so that everyone has an accurate number.

Write your number down in the “My resting heart rate is:” section of your Take Your Pulse worksheet. Multiply that number by 4 to get your total beats per minute (versus 15 seconds). I have a calculator if you need it.

Play music.

3) Everyone stand up. Find a partner. Go on a 5-minute brisk walk. Don't go far since we want you be back here in 5 minutes. If you get back before everyone else, continue to march in place or walk around the room.

Have everyone return.

Find your pulse using your index and middle finger. When I say “go”, start counting your heartbeats. After 15 seconds, stop.

Use the stopwatch or second hand on a clock to count for 15 seconds.

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Repeat 1 or 2 times so that everyone has an accurate number.

Sit down and write your number in the “My rate while exercising is:” section of your Take Your Pulse worksheet. Multiply that number by 4. I have a calculator if you need it. Compare your numbers to the target heart rate chart. Since you walked for only 5 minutes you may be at the lower end of that scale.


Take your resting pulse rate and your pulse rate while walking at least once per week. Write these on your log page. Over the next few months of walking you should see these numbers decline. This shows your heart is getting stronger!

If teaching in a 4-session series, take a 5-minute break before moving on to the next session.

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Portion Distortion

1) Divide into groups of 3-4 individuals.

As a group, place the amount of noodles you would eat at a meal.

In your group, guess the size of a serving of pasta.

Do you think the portion on your plate is equal to the standard serving size?

If not, how many servings do you think are on your group's plate?

Let the group discuss.

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Registration Supplies:• Registration forms• Text/Email






Supplies:• Nutrition Facts Poster• Dry macaroni noodles,

packing peanuts or another nonedible item that can represent food

• 1 serving bowl per group

• 1 large plate per group • 1 1/2-cup dry

measuring cup per group

• 16 ounce glass• Easel• Different sized bowls,

plates and glasses (paper or glass)

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Have each group show their portions.

Are they the same? Different?

What criteria did each group use to determine a serving?

For each group, place a large serving bowl with dry macaroni noodles or packing peanuts on their table. Provide one large plate for each group.

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The standard serving size for pasta is 1/2 cup. I will provide a 1/2-cup measuring cup to each group. Measure how many pasta servings you “served up”. Take some time to measure your serving size and compare to your portion size.

2) The noodles you put in the bowl is a portion. Portion is the amount you CHOOSE to eat at a meal. There is no right or wrong portion size. What each group just poured is an example of a portion. Each of you had a different portion that you chose.

A serving is a standard amount. It is used to provide guidance about how much to eat and to identify calories and nutrients in food. A serving is used on the Nutrition Facts Label.

Often a portion and a serving are not the same amount. Many of our portions equal many servings. Let us look at an example.

Take a moment in your group and each share an example in your own life where you know the portions are too big.

It is important to know the serving sizes of the foods you eat to help determine if you are eating a balanced diet. As portion size has increased over the last 30 years, the average American is consuming more calories. Since portion sizes at meals are increasing, the number of servings per day of certain foods is also growing. Many people eat many more servings per day than are recommended. In addition, many of these increased portions are food that is high in fat, calories and sugar.

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Allow time to measure and analyze.• How many are shocked by the serving size of your food?

• Who wants to share some of the thoughts from their group about portion sizes and serving sizes?

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A great way to learn the serving size of a specific food is to read the Nutrition Facts Label. All of the information on the label is based on the serving size indicated on the label. If you eat 2 or 3 times the serving size for that food, you have to increase all of the values (calories, fat, etc) by that amount.


Another way to learn about serving sizes is to train your eye. Flip to the Train Your Eye handout in your participant materials. This page gives some examples of serving sizes for various foods. The value of training your eye is that often what we think of as a “portion” is very different than the standard “serving size” for that same food. A sandwich is often viewed as “1 serving” in our minds since it is one sandwich. But the two pieces of bread equal at least 2 servings of grain foods (maybe even more depending on the size of the bread or roll being used).

Go over the various objects on the Train Your Eye handout and the serving sizes for the food each represents.

Remember, these are servings and not portions. You can eat a piece of meat at dinner larger than a deck of cards (3 ounces), but remember the total number of servings needed per day.


Many people wonder how many servings they should eat each day. Look at the “Try Different Choices within Each Food Group” page in your participant materials. This chart is just a guide and is based on MyPlate. The number of servings can vary depending on your lifestyle, genetics and if you are trying to lose, gain or maintain your current weight.

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Listen as I describe some tricks that can help you control your portions while still enjoying the food you love. They are listed on page 33 of your participant materials.

• Use smaller plates, bowls, glasses – The size of the dishes we use has grown dramatically in recent years. If you use a really large bowl for your ice cream, there is a pretty good chance you will fill the bowl. But, if you use a coffee mug or small bowl, your portion will more closely resemble the serving size of 1/2 of a cup!

Show different plate sizes and bowls to give examples of smaller and extra large varieties.• Put reasonable portions on your plate rather than

eating “family style.”

• Serve plates in the kitchen before sitting down, versus having the bowls of food on the table. People tend to serve larger amounts and eat seconds and thirds when the food is in front of them.

• Measure a serving rather than eating from bags and containers of food. It is difficult to judge how much to eat and when to stop when eating directly from the container.

• Store food in single-serving containers – Use these containers to divide food for lunches or snacks so they are already premeasured and easy to grab and eat.

• Beware of super sizing – Avoid super sizing food no matter how tempting or great the values. Choose the regular sizes or even save some money by ordering the children's size. The children's items are what used to be “regular” serving sizes for adults in many fast food restaurants. Don't hesitate to ask for the lunch menu items (smaller), children's menu or senior menu when at a restaurant.

• Eat only half – If you are dining out and the portions are large, eat only half. You can take the other half home for lunch or split the meal with someone else.

SESSION 4, P 76

continue >

!

• Beware of all-you-can eat buffets – Buffets are considered good values and people enjoy the variety of food while saving money. They may be a good value to your pocket book, but often they are bad for the waistline. It is hard to control how much you eat at a buffet. There are so many options that even a small taste of each item can end up swelling your meal to beyond super size portions.

• Eat regular meals – Skipping meals might seem like a wonderful way to maintain weight, but studies show that it does just the opposite. When people skip a meal, they usually consume much larger amounts of food at the next meal or snack. The extra amount consumed usually is much greater than what the skipped meal would have been. Remember Energy In = Energy Out.

Discuss with your group methods that would work for each of you in controlling your portions.

Remember to use the Nutrition Facts Label and train your eyes to recognize a serving. These are two valuable tools to avoid “Portion Distortion.”

3) Take a moment to think about what you will do differently in the upcoming week to control portion size. Write down your goal on the “Next week I will” sticky notes. Post the sticky note somewhere to remind you of your goal.

I invite someone to share your goal with the group.

SESSION 4, P 77

continue to “Scouting Physical Activity” >

• Do any of the methods of the list fit into your life?

• Will you do anything differently after hearing the different tricks?

• Share with your group methods you use to control portions that are not on the list.

Allow a few moments to discuss.• Who would like to share items discussed within

their group?

!

?

Scouting Physical Activity in Your Community

Prepare a list of community walking resources prior to the program. Resources for walking include hiking trails, walking paths, community centers, tracks, parks and the mall or other indoor walking locations. Include other relevant places within the community. If possible, include directions, phone numbers, public transportation information, etc. for each location.

1) Divide into groups of 3-4 people.

Share with each other your favorite places to walk and why. We'll hear some examples in a couple of minutes.

• Who would like to share your favorite place to walk?

2) Finding different places to walk in your neighborhood or community can help make your walks enjoyable. Often, due to time, you can only walk near your home, but having a special place to walk on the weekends can help keep you energized.

If you walk in your neighborhood, try to walk different routes to keep from getting bored. Walk your route in reverse. Walk to a park. Walk around a park.

Locate indoor places to walk when the weather is cold, raining, snowing or excessively hot. Know where community centers with tracks, malls or other indoor facilities, such as community colleges or schools, are. Find places that are well lit if you walk in the evening. Is there a community center open in the evening or a well-lit track in your area?

It is fun to explore and learn about your community. Think about taking your children or other family members to new and different places. Weekend outings to walk can

SESSION 4, P 78

Supplies:• Prepared list of

community resources• Maps

continue >

?

become events for the whole family. We have heard about a number of places where each of you enjoys walking. Here is a list of other community sites that you can explore while walking your way to health.

3) On the list of places of community sites provided, add any places that were mentioned at the beginning of the session by your fellow group members. Star places where you would like to walk. Circle the place that you will try to visit in the next couple of days/weeks. Post this list at home to remind yourself of the places within your community where you can enjoy a nice, long walk!

Find a partner (or two).

In your group, decide who will be the “reporter.” That person will “interview” the others in their group. The reporter is going to ask the others about their greatest successes in WalkWays and their advice to others who are about to start the program. Switch roles.

Move around to do the interviews. Go on a walk! Share your successes and your advice.

Who would like to share some of the successes of your group? Who would like to share the advice your group generated?

SESSION 4, P 79

continue >

• Are any of these near your home? Your school? Your job? Your relatives?

• Are there places in your community where you can be physically active that do not involve walking?


?

?

Closing:This is the last session of WalkWays. It was great to see each of you this week. Before you leave, please take a few minutes to complete the Physical Activity Assessment.

Remember the different goals that you set for yourself for the upcoming weeks. 1. WALK! Wear your pedometer and log your steps. Each

week, the goal is 500 steps more per day than the previous week. The health recommendation is 10,000 steps per day. Once you reach 10,000 steps per day, find ways to maintain that level of walking in your life. Take a look at your logbook from the beginning of WalkWays and at the steps you have taken towards success. Continue walking and taking steps toward a healthier you!

2. Take your pulse. Occasionally sit back and relax and find your resting pulse. During or after a brisk walk, take your pulse. Refer back to your participant materials to make sure your target heart rate is within the recommended range.

3. Post your “Next week I will” sticky note with your portion control goal on your refrigerator. Keep an eye on portions and remember the tips to control your portions.

4. Enjoy walking in the new place you identified.

Every extra step you take is a step towards health! • Are there any questions before we end this session?

Thank you so much for participating and completing WalkWays. I hope you continue logging steps and striving for 10,000 each day. Remember that 10,000 steps is equal to the recommended 30 minutes of physical activity each day. Good luck with continued success taking a step towards a healthier you!

SESSION 4, P 80

Walking Information for Maryland1. Maryland State Parks by County Provides a list of all counties and links to each state park within those counties. http://www.mdarchives.state.md.us/msa/mdmanual/01glance/html/parks.html2. Rails to Trails Can search for all Rails to Trails in the state of Maryland. http://www.traillink.com/3. Maryland Atlas of Greenways, Water Trails and Green Infrastructure. Provides a list of all trails in each county in Maryland. http://www.dnr.state.md.us/greenways/introduction.html

?

EVALUATION

SESSION 4, P 81

SESSION 4, P 82

Updated 1/4/2016

Evaluation Instructions

Before You Begin:

Review guidelines for evaluating this curriculum under Documents/ Evaluation Documents/ Evaluation Guides/ At a Glance (select appropriate At a Glance document for the initiative under which your education falls)

Log Sheets/Instructions

1. Use Adult Demographic Form to match audience under Documents/ Evaluation Documents/ Walkways-Evaluation

2. Use Adult Lesson Log* form under Documents/ Evaluation Documents/ Walkways-Evaluation 3. Implement best approach for collecting Lesson Log data for the specific collaborator 4. If working with collaborator to collect data:

a. Educator fills out top part of form b. Educator or collaborator fills in lesson date, lesson name/#, minutes spent teaching, and

whether tasting occurred c. Educator or collaborator completes form fields for other (non-Walkways) nutrition education

resources used (e.g., market tours, displays) and, if applicable, the number of minutes spent using the resources

d. Educator or collaborator completes form fields for any other (non-curriculum) resources shared (e.g., recipes, MyPlate, etc.)

Entering RED Process Data

1. Create Activity ID in RED System; select Curriculum from list a. Since WalkWays uses a special evaluation, you will not select a particular evaluation to use

with this curriculum. (Please note: If WalkWays is used as an additional curriculum, you will still need to select the appropriate evaluation for the primary curriculum being used with this audience, if applicable).

2. Use Adult Demographic Form to enter participant gender, race/ ethnicity, age (Page 2) 3. Use Adult Lesson Log form to enter Session (Page 2) data 4. Use Indirect Contact Data Report (sent via e-mail) to enter text message/e-mail message data in RED

only after Indirect Contact Data Report is received, approximately 2 weeks after last text message or e-mail message has been sent to participants.

Survey Administration Physical Activity Assessment (pre-then-post)

• Minimum requirements to use survey: NONE

1. Find Walkways Physical Activity Assessment, Steps and Assessment Form, and Walkways Consent Form* under Documents/ Evaluation Documents / WalkWays- Evaluation

SESSION 4, P 83

Updated 1/4/2016

2. Complete all session information on the assessment forms, including county/program/individual number on Physical Activity Assessment, and county, educator, beginning date, and ending date on Steps and Assessment Form.

a. Each person will have an identification code on the Physical Activity Assessment (which will also be used on the Steps and Assessment Form). Codes are divided into "C”, “P” and “I” sections.

i. C=County initials ii. P=Program number

iii. I=Individual number iv. Example: The 3rd person to register for the 2nd Walkways series to be offered in Prince

George’s County would be identified as “PG 02 03.” 3. Print surveys and consent forms – one of each for every participant.

a. Note that there are two different consent forms – one for consent to complete the survey AND receive text/email messages and one for consent to complete the survey ONLY. If you are unsure whether your class will elect to receive the text messaging, you may want to print out enough copies of each consent form prior to the first session.

4. Before First Session: a. Obtain signed consent form from each participant. b. Administer special pre-test survey (Physical Activity Assessment) before any education occurs. c. Participants complete Walkways Text/Email Registration Form if they want to sign up for

text/email reinforcement messages. Participants should provide either a cell phone number or an email address, depending on which method they prefer.

i. After Session 1, scan and email text/email registration forms to Walkways gmail account ([email protected]) and CC Lindsey Zemeir ([email protected]).

d. Score Physical Activity Assessment after Session 1 using the following chart:

Stage Question 1 Question 2 Question 3 Question 4 1 – Pre-contemplation No No 2 – Contemplation No Yes 3 – Preparation Yes No 4 – Action Yes Yes No 5 – Maintenance Yes Yes Yes

Note: If space in the chart is BLANK, it does not matter what a person answered for that question.

e. Record each participant’s identification code on the Steps and Assessment Form. f. Record Stage of Change number (1-5) for each participant under “Pre” column in the Steps

and Assessment Form. 5. During Middle Sessions:

a. Collect average daily steps walked each week since the last session. Record under appropriate week on the Steps and Assessment Form.

6. After Final Session: a. Administer special post-test survey (Physical Activity Assessment) at end of last class or

session. b. Match pre and post Physical Activity Assessments by participant identification code. c. Record Stage of Change number (1-5) under “Post” column on the Steps and Assessment

Form. d. Send the Consent Forms, Physical Activity Assessments (pre and post) and Steps and

Assessment Form to the FSNE State Office within 2 weeks after completion.

SESSION 4, 84Updated 1/4/2016

*If you are combining this curriculum with additional curricula for the same audience and program, please contact the State Office Evaluation Coordinator to determine the best course of action for evaluating your program.

Teacher/Collaborator Training Instructions:

1. Use Teacher/Collaborator Training Demographic Form found under Documents/ Evaluation Documents/ Evaluation- Demographic Forms

Entering RED Process Data

1. Create Activity ID in RED System; ensure that activity is entered as a “Teacher/Collaborator” audience and a “Train-the-Trainer” audience type on Page 1; select Curriculum from list provided on page 2

2. Use Teacher/Collaborator Training Demographic Form to enter participant gender, race/ ethnicity (Page 2)

SESSION 4, P 85

RegistrationPlease complete the registration information below. This information is confidential.

Name:

Address:

Phone Number:

Optional:The following information is used to assess the clientele reached by the FSNEP WalkWays program.

Race/Ethnicity: Sex:

For Office Use Only

Stage C P I


SESSION 4, 86

Session

Session

Please complete the registration below. This information will not be shared with others.

As part of the WalkWays program, you can receive messages that will encourage you to be healthy and more physically active.

We will send you 1-2 messages

per week. These messages will

motivate you to do the things

we talked about in class and

will remind you about upcoming

classes.

You can sign up for either text messages or email messages. To sign up for the text messages, write your cell phone number below.

Name: _______________________________________*Cell Phone Number: __________________________ To sign up for the email messages, write your email address below.

Email address: ________________________________* Only sign up for text messages if you have an unlimited text message plan. You will be charged your standard rate for these messages.

Date:

Please complete the registration below. This information will not be shared with others.

As part of the WalkWays program, you can receive messages that will encourage you to be healthy and more physically active.

We will send you 1-2 messages

per week. These messages will

motivate you to do the things

we talked about in class and

will remind you about upcoming

classes.

You can sign up for either text messages or email messages. To sign up for the text messages, write your cell phone number below.

Name: _______________________________________*Cell Phone Number: __________________________ To sign up for the email messages, write your email address below.

Email address: ________________________________* Only sign up for text messages if you have an unlimited text message plan. You will be charged your standard rate for these messages.

Date:

1

1

SESSION 4, P 87

WalkWays Physical Activity Assessment

Name: ___________________________________________________

For each of the following questions, please circle YES or NO. Read each question carefully.

Physical activity or exercise includes activities such as walking briskly, jogging, bicycling, swimming, or any other activity in which the exertion is at least as intense as these activities.

1) I am currently physically active. NO YES

2) I intend to become more physically active in the next 6 months. NO YES

For activity to be regular, it must add up to a total of 30 minutes or more per day and be done at least 5 days per week. For example, you could take one 30-minute walk or take three 10-minute walks for a daily total of 30 minutes.

3) I currently engage in regular physical activity. NO YES

4) I have been regularly physically active for the past 6 months. NO YES

Source: Marcus, Rossi, et al., 1992

C P I


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