Energy Balance and Physical Activity

Energy Balance and Physical Activity (PA) Refer to your reports (from part 2, food groups and calories, and nutrients) as well as information in chapter 9 to answer the following:

1. Compare your average total daily caloric intake with the guidelines (target) for total calories and describe your status. (6 points)

a. Based on your total daily caloric status, what could happen with your weight over time if you continue with this average total caloric intake?

b. What could you do to prevent your answer in Q1a from happening? Provide at least two specific strategies related to the energy “IN” aspect of the Energy

Balance equation.

Please note, as before be specific and realistic here. For example, “instead of going out to eat for dinner or ordering pizza each night, I will cook a lower calorie meal at home” is unacceptable for many reasons. Firstly, it’s not specific enough (what is a low-calorie meal?) Secondly, if I am carrying a full course load and working most evenings, where will I find time to prepare and cook? A strategy must include what you would do, when, and how often you would do it. You also must justify your answer, in other words, why the strategy is realistic for you!

2. What are the three components of Energy expenditure? (6 points) a. List specific examples of how you can improve your energy expenditure for each of three components mentioned above (This refers to the energy “OUT” aspect of the Energy Balance)

Another note, the answer “I will exercise more” is also unacceptable. When will you exercise? Where? What will you do? Run? Zumba class? Additionally, you will need to justify your answer, as it should be realistic. For example, let’s say I’m on the soccer team and I am already training (at practice) every day for 2 hours, is it realistic for me to add another hour of exercise 3 days per week?

Sample Solution

rovements for students utilizing this kind of learning throughout a more extended timeframe.

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Kahoot is an advanced stage for making and playing learning games in an intuitive manner. Kahoot can without much of a stretch transform a class into a game show, in view of social collaboration, play and learning. It is a game that urges understudies to gaze upward (rather than taking a gander at a PC screen), to check out different students and talk about in an intuitive manner, making cooperative learning. Kahoot is tied in with bringing feeling into opportunity for growth, and it is done through sign plan, game plan and through language; thusly, making feelings, Kahoot produces critical minutes, which can lead anyplace. It likewise has the ability to make the calmest student, the one that seats at the rear of the class to interface in a connecting with, fun game. Kahoot involves language in the game that can show progress, and by the by the award is there, for everyone: the name of the champ on the board in enormous, enthusiastic shadings. Kahoot can offer a class its ‘epic minutes’: it is such a lot of tomfoolery winning with others, very much like in sport occasions. An exceptional side of Kahoot is that understudies with low scores in appraisals are succeeding persistently in Kahoot games. The point of the game is to urge the students to become originators.

I involved Kahoot in my year 8 examples all through my first arrangement. The p

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