Noblefit-High-School-Health-Content

NOBLEFIT CONTENT GUIDE 2019-2020 SCHOOL YEAR

Table of Contents Chapter 1: Wellness 3-16 Sleep Self-Esteem Diseases First Aid Drugs Tobacco Marijuana Alcohol

Chapter 2: Emotional Wellness 17-26 The Emotional Self Emotions 101 Decision Making Stress Developing a Positive Mindset Coping Strategies Trauma 101 Self-Advocacy and Accessing Support Exercise and Emotional Wellness

Chapter 3: Sex Education 27-38 Healthy vs. Unhealthy Relationships Consent Overview and Statistics Male Reproductive System Female Reproductive System Menstruation Pregnancy Abstinence Sexually Transmitted Infections Contraception Sex, Sexual Orientation, and Gender LGBTQ and Allies

Chapter 4: Nutrition Application 39-52 Nutrition Overview Risks Associated with Unhealthy Nutritional Choices Whole Foods vs. Processed Foods Dangers of Processed Foods Sodium Natural Sugars vs. Processed Sugars What are Macronutrients? Advertising and Marketing of Foods Food Labels – What to Look For Hydration Nutrition and Fitness Habits for a Healthy Lifestyle

Chapter 5: Functional Movement 53-68 What is Functional Fitness? If You Don’t Use It, You Lose It Sitting Disease The Ten Basic Physical Skills What are Functional Movements? Functional Movement Vocabulary A Braced Neutral Spine Scaling Basic Functional Movements Noble Physical Test Gym Safety Fitness as a Lifestyle University Resources

Chapter 6: Fitness Leadership 69-78 Overview The Noble Pillars 7 Habits for Highly Effective Teens Becoming a NobleFit Leader

References 79-81

chapter 1: wellness

Sleep

Getting a good night’s sleep is not a luxury, but an essential part of the promotion of good health. A good night of sleep can help you think more clearly, be more productive, and feel happier. During sleep, cells in the brain stem trigger the body to go into a state of unconsciousness, characterized by slow and even breathing. This allows our bodies enough time to reorganize information in the brain, build up energy stores in our cells, and clear waste from brain cells (Scientific American). If we understand the risk factors of insufficient sleep, attempt to obtain the recommended amount of sleep, and practice good sleep hygiene, we are helping prevent potential chronic diseases.

According to the Center for Disease Control, more than 25% of residents in the U.S. report occasionally not getting enough sleep, while almost 10% experience chronic insomnia (the inability to sleep or habitual sleeplessness). Insufficient sleep is linked to a number of chronic diseases and conditions – such as diabetes, cardiovascular disease, obesity, and depression, and is responsible for motor vehicle crashes causing substantial injury and disability each year (Sleep, Sleep Duration Recommendations 2015).

Sleep guidelines, found in the figure from the National Sleep Foundation, note that sleep needs change as we age and can vary based on individual needs. Overall, it is important to remember there is no magic number. Follow the guidelines if you are not sure where to start.

There is a pattern to how sleep happens. Sleep occurs in stages, and it is important to get enough hours of sleep so your body can cycle through multiple iterations of slow-wave sleep (SWS) and rapid eye movement (REM) sleep. During SWS, the body and brain are the most relaxed – this is known as deep sleep and allows the body to build up physical and mental energy. This is followed by REM sleep, which is when dreams occur. This stage of sleep has been shown to improve brain function and create long-term memories (The Centers for Sound Sleep, 2017).

According to the National Sleep Foundation, having good sleep habits and promoting of regular sleep are known as sleep hygiene. The most common bad sleep habits, with suggestions on how to fix them, are listed in the table on the following page.

When considering your friends and other peers your age, you can probably think of many high school students who do not practice good sleep hygiene, but college students are infamous for this poor practice. College students stay up late, often oversleep, and pull all-night study sessions, as well as use energy drinks and coffee to keep themselves going during the day.

Roxanne Prichard, a professor of Psychology at the University of St. Thomas in Minnesota, published a study that concluded stress, not external factors like caffeine or sleep schedules, was the leading predictor of poor sleep quality among college students. Prichard notes that students with a regular sleep schedule also had better functioning immune systems and advises that energy drinks may Source: National Sleep Foundation, 2015 5 have an effect on decision-making behavior (Prichard, 2013). All things considered, as you finish high school and embark on your college journey, remember that quantity, quality, and consistency of sleep are important. If you cannot sleep through the night because of various distractions, your quality of sleep can suffer. So, how do you know if you are getting good quality sleep? Some signs of a good night sleep are: • You wake up refreshed and alert in the morning • You remain alert throughout the day • You are sleeping the necessary number of hours for your age • You do not experience aches or pains in the morning • You fall asleep quickly after getting to bed • You are able to maintain a stable mood throughout the day • You are able to sleep through the night without waking up more than once

Common Bad Sleeping Habits with Explanation and Suggested Solution

Bad Sleep Habit Explanation Potential Solutions If you eat too close to bedtime, your stomach will If necessary, eat a small snack prior to going to bed. process the food while your body lays horizontally Avoid large meals within three hours of bedtime. Eating too close to rather than stands or sits vertically. This makes it bedtime more probable that stomach acids will rise up Eat snack foods with natural minerals that help through the esophagus and disrupt sleep, especially promote sleep, such as tryptophan and calcium. if the meal contained spicy or fatty foods. Examples include a glass of warm milk or almonds. Caffeine and/or Caffeine and nicotine are both stimulants, chemicals Avoid drinking coffee and tea, eating chocolate, nicotine use close that increase body activity and therefore inhibit and/or smoking cigarettes (always, but especially to bedtime sleep. before bed if you are experiencing sleep trouble). Regulate your internal body clock by going to bed and waking up at the same time daily, even on the Your body operates on a circadian rhythm, weekends. Odd sleep hours, sometimes referred to as the internal clock. including sleep Sleeping and waking at the same times each day Exercise daily and avoid naps, especially in the deprivation and helps fine-tune your internal clock so that you are afternoon. binging sleepier at night and more awake during the day. About an hour before bedtime, practice a routine that is relaxing. The blue light that electronics emit suppresses the creation of melatonin, a hormone made in the body Remove TVs, computers, and electronic devices that promotes sleepiness. Electronics also keep your from the bedroom. brain more active later at night – you may be Using electronics tempted to stay up later to complete a game or Place your cell phone in an area of the room that is finish a TV show. Additionally, if the sounds on your not immediately accessible. devices are not completely turned off, they may disrupt your sleep (Ware, 2014).

Bad Sleep Habit Explanation Potential Solutions Your bedroom temperature should be kept cooler rather than warmer. Your body temperature naturally dips as you sleep, so having a cooler temperature helps facilitate this process (Michaud, Make sure your bedroom is quiet and dark, is 2016). neither too hot nor too cold, and is free from noise Bedroom disturbances. environment Your body is naturally programmed to sleep when it (temperature, is dark out, so eliminating light (including light If you cannot sleep, go into another room and do a light, noise) pollution from outside) helps you sleep more calming activity following the above guidelines until soundly. you feel tired.

Listening to music or other noises has the potential to wake you during sleep and keep your brain more active later into the night. Focusing on too Make sure you are prioritizing your time. Focus on many things at If you are focusing on too many things at once, your one task at a time and set a schedule for task once mind doesn’t know when to focus on sleep- it keeps completion. running all the time. About an hour before bedtime, practice a routine that is relaxing. Odd sleep hours, Your body operates on a circadian rhythm, Regulate your internal body clock by going to including sleep sometimes referred to as the internal clock. bed and waking up at the same time daily, even on deprivation and Sleeping and waking at the same times each day the weekends. binging helps fine-tune your internal clock so that you are sleepier at night and more awake during the day. Exercise daily and avoid naps, especially in the Afternoon.

Refrain from getting too much sleep during your weekends or time off. Lost sleep cannot be recovered by sleeping during the weekend. (National Sleep Foundation, 2015)

Self-Esteem

Your overall health, including physical, intellectual, emotional, social, and spiritual health, should be your main priority. Many factors will influence each of these pieces, and they will often overlap. Emotional health is built on a foundation of positivity and happiness in each health category. In our teenage years, many of our feelings about self-esteem are directly correlated to our feelings about our physical health (body image). According to the National Eating Disorders Association, body image is how your mind perceives your physical self. It encompasses your memories and assumptions about your appearance, what you feel in regards to your body type (height, weight, shape, etc.), and what you sense and feel about how your body moves.

Traits of Positive and Negative Body Image Positive Body Image Characteristics Negative Body Image Characteristics A clear, true perception of your shape – you see the various parts A distorted perception of your shape – you perceive parts of of your body as they really are your body unlike they really are You celebrate and appreciate your natural body shape and You are convinced only other people are attractive and your understand that a person’s physical appearance says very little body size or shape is a sign of personal failure about their character and value as a person You feel proud and accepting of your unique body and refuse to spend an unreasonable amount of time worrying about food, You feel ashamed, self-conscious, and anxious about your body weight, and calories You feel comfortable and confident in your body You feel uncomfortable and awkward in your body (National Eating Disorder Association, 2015)

If a person is experiencing characteristics associated with a negative body image, there is a greater likelihood that they may develop an eating disorder, feel depressed, isolate themselves, have low self-esteem, or become preoccupied with their weight. A recent study estimates that approximately a half million teens struggle with an eating disorder, including anorexia nervosa, bulimia nervosa, and binge eating disorder. Note the types and symptoms of eating disorders in the table below.

Descriptions and Symptoms of Common Eating Disorders Anorexia Nervosa Bulimia Nervosa Binge Eating Disorder Inadequate food intake leading to a A feeling of being out of control during Eating when not hungry, eating to the weight that is too low binge-eating episodes point of discomfort, or eating alone Intense fear of weight gain, Frequent episodes of consuming a Frequent episodes of consuming very obsession with weight, and very large amount of food followed by large amounts of food but without persistent behavior to prevent behaviors to prevent weight gain, such behaviors to prevent weight gain, such weight gain as self-induced vomiting as self-induced vomiting Insatiable eating related to feelings of Lack or loss of appetite for food, body dysmorphia (excessive worry Feelings of shame or guilt regarding refusing to eat over a perceived flaw in one’s own binge eating body) (National Eating Disorder Association, 2015)

Height, weight, body mass index (BMI), and body fat percentage are all things we will measure multiple times throughout your high school fitness journey.

BMI is a ratio of height to weight and is used as an indicator of being over- or under-weight. One thing that BMI does not take into account is how much of your weight is muscle as opposed to fat; therefore, if a person has a great deal of muscle, their BMI may be higher. However, BMI is generally reliable for most people.

Body fat percentage is an approximate number that measures what percentage of your body is fat mass compared to lean muscle tissue.

If you are unhappy with your own health, first seek guidance from an adult. You can research the nutrition section of this guide to find ways to adjust your diet accordingly. Studying the functional movement section of this guide for information on building physical skills and using functional movements to create high intensity workouts can help you adjust your body composition in a healthy way.

Social Media can be defined as websites and applications that enable users to create and share content or to participate in social networking. As it is a part of modern life, it is important to understand both the benefits and pitfalls of social media regarding our emotions.

Social media can be used positively to encourage one another. It can also be used to stay connected to those we love. That being said, many social surveys have proven that an increased use of social media leads to an increase of anxiety, depression, and lowering of self-esteem in teens and young adults. Make sure that you understand that not everything that we see on social media is real. Everyone is living their own reality and you should not compare yourself to others.

Diseases

Personal Hygiene is an integral part of overall wellness. The reason why is because without proper hygiene, as a community, we may experience high exposure to illnesses. Before understanding how to stop the spread of diseases, it is important to understand the difference in diseases. According to the WHO (World Health Organization) there are two main categories- communicable diseases and non-communicable diseases.

Noncommunicable diseases are diseases that are not transmitted from one person to another. Examples include most heart diseases, most cancers, diabetes, and Alzheimer's disease. These diseases are either not preventable or require a long term plan for prevention.

A communicable disease or infectious diseases, are caused by microorganisms such as bacteria, viruses, parasites and fungi that can be spread directly or indirectly from one person to another. Some examples are Influenza, Tuberculosis, Hepatitis A, and HIV/AIDS. These are mostly preventable by following some of the tips below.

WASH YOUR HANDS! Hand Sanitizer is not a substitute for washing your hands. When should you wash your hands?

• Before, during, and after preparing food. • Before eating food. • Before and after caring for someone who is sick. • Before and after treating a cut or wound. • After using the toilet. • After changing diapers or cleaning up a child who has used the toilet. • After blowing your nose, coughing, or sneezing. • After touching an animal, animal feed, or animal waste. • After handling pet food or pet treats. • After touching garbage.

How should you wash your hands?

• Wet your hands with clean, running water (warm or cold), turn off the tap, and apply soap. • Lather your hands by rubbing them together with the soap. Be sure to lather the backs of your hands, between your fingers, and under your nails. • Scrub your hands for at least 20 seconds. Need a timer? Hum the “Happy Birthday” song from beginning to end, twice. • Rinse your hands well under clean, running water. • Dry your hands using a clean towel or air dry them.

SNEEZING! To help stop the spread of germs:

• Cover your mouth nose with a tissue when you cough or sneeze. Throw the tissue away after you sneeze.

• If there is no tissue available, sneeze into your upper sleeve, not your hand (pictured below).

(Coughing and Sneezing, CDC) First Aid

Exercise can be uncomfortable; you may experience an increase in perspiration (sweat), increased heart rate, a rise in body temperature, labored breathing, and delayed onset muscle soreness. As you exercise more and improve your physical shape, your lungs and heart muscles are also becoming healthier and the aforementioned side effects will be reduced. It’s time to start getting comfortable with being uncomfortable. This does not mean that feelings of dizziness, muscle pain, or chest tightness during workouts are acceptable; report any of these instances to your PE teacher immediately.

As you begin to lead a more active lifestyle, there is a risk of soft tissue injury or more serious injury. Soft tissue injuries can happen suddenly or due to overuse and include sprains, strains, bruises, tendonitis, and stress fractures. More serious injuries, which include dislocation, tears, fractures, broken bones, concussions, require long term care and recovery. Your family physician or other medical doctor should be consulted when you feel intense pain. However, if you experience a soft tissue injury, you can use the PRICE method to help prevent further injury, minimize swelling, and prevent further tissue damage.

PRICE method Protect from further injury by preventing the injured person from moving and by keeping P Protection hazards and other people away from the person. Rest from any activity that causes pain. Do not return to full participation until after being R Rest examined and released by a physician and can play without pain or loss of function (e.g., no limping). During the first 72 hours following an injury, ice can help minimize pain and control swelling I Ice caused by fluid. To control initial bleeding, or to reduce swelling, apply an elastic wrap to an injured limb, especially the foot, ankle, knee, thigh, hand, or elbow. Follow these steps to apply an effective compression wrap: ◊ Start several inches below the injury (farthest from the heart). For example, for the C Compression ankle, start the wrap just above the toes. ◊ Wrap upward (toward the heart), in an overlapping spiral, starting with even and somewhat snug pressure, then gradually wrapping looser once above the injury. ◊ Periodically check the skin color, temperature, and sensation of the injured area. Wraps that are too tight can reduce blood flow to the area and cause tissue damage. When combined with ice and compression, elevation can minimize internal tissue bleeding and E Elevation swelling. Elevate the injured part above the heart as much as possible for the first 72 hours, or longer if the swelling persists. Source: Sports First Aid

You may experience exercise-induced lightheadedness while exercising, especially when beginning a new program. The most common causes of exercise-induced lightheadedness are insufficient nutrition, improper hydration, or poor breathing technique. Not eating enough results in low blood sugar, a condition known as hypoglycemia, which results in your cells not being able to provide enough energy to perform activities. If you experience exercise-induced lightheadedness, you should lower the intensity of your workout, focus on deep, even breathing, and/or eat a healthy snack (Branch, 2015). Consult your PE teacher if you are experiencing instances of exercise-induced lightheadedness.

Fainting can be defined as temporary loss of consciousness (unresponsiveness) that is not caused by a head injury. It may be categorized as a mild form of shock or occur when the brain does not receive enough oxygen. In the event someone faints at school, notify an adult immediately. • Cause: Usually brought on by extreme fatigue, dehydration, low blood pressure, or illness • Symptoms: Nausea, weakness, headache, fatigue, dizziness • Signs: Pale, cool, clammy skin; shallow and rapid breathing; loss of responsiveness • Prevention: If an athlete feels dizzy and Is responsive: . Instruct athlete to either sit with head between knees or lie down . Monitor, treat for shock if necessary, and send for emergency medical assistance if needed . If athlete does not recover within a few minutes, send for emergency medical assistance

Is unresponsive: . Monitor breathing and circulation and provide CPR if needed . Send for emergency medical assistance if athlete does not recover within a few minutes . Place athlete in recovery position (if uninjured), on side with knees bent (if injured), not on their back, to allow fluids to drain from the mouth . Monitor and treat for shock if necessary and send for emergency medical assistance if it occurs

Source: Sports First Aid

If you are injured and start bleeding during exercise, one of the most important steps is to control the spread of blood. Immediately, use something – preferably a clean piece of cloth or a paper towel – to cover the wound. Use your clothing if nothing else is available. To reduce the chance of spreading blood borne pathogens, try not to touch someone who is bleeding and do your best to prevent your blood from getting on someone else. Blood borne pathogens are infections in human blood that can cause disease in humans (HIV, hepatitis B, hepatitis C) (Safety, 2015).

According to Sport First Aid, these four steps should be taken to help control external bleeding: 1. Cover the wound with a sterile dressing 2. Apply pressure directly until bleeding stops 3. Bandage over dressing without cutting off circulation 4. Call 911 if bleeding does not stop.

If an injured athlete has bloody wounds or clothing or if the equipment or playing area has blood, use the following guidelines: • Wear disposable examination gloves (latex free, to avoid allergic reactions). • Immediately wash any portion of your skin that comes in contact with blood or bodily fluid.

• Clean contaminated floors, equipment, and other surfaces with bleach and water. • Remove contaminated gloves properly. Place contaminated gloves and bandages in a biohazard waste bag. • Immediately wash your hands with soap and water or clean them with an alcohol-based hand rub.

Choking occurs when a foreign object (often food) becomes lodged in the trachea (windpipe) rather than following the intended route through the esophagus to the stomach. This results in partial or complete blockage of the trachea and prevents the person from breathing properly.

When a person is choking and is unable to dislodge the foreign object by coughing, use of the Heimlich maneuver may dislodge the object. Steps for the Heimlich maneuver can be found in the figure below.

1. Ask “Are you choking?” If the person cannot speak or breathe, call 911. 2. Stand behind the choking victim, and wrap your arms around to the front. 3. Make a fist with your dominant hand and place it above the person’s belly button but well below the rib cage. 4. Put your opposite hand flat over your fist. 5. Pull sharply inward and upward. 6. Continue until the food comes out, the person can breathe, or medical personnel arrive.

Source: nyc.gov

CPR stands for Cardiopulmonary Resuscitation. It is an emergency life-saving procedure that is done when someone’s breathing or heartbeat has stopped. Although you may not find yourself having to perform CPR on a regular basis, it is important to understand the basics of CPR. Keeping the blood flow active, even partially, extends the opportunity for a successful resuscitation once trained medical staff arrive on site. According to the American Heart Association, Hands- only CPR (without mouth-to-mouth breaths) is recommended for people without training. Hand-only CPR consists of two steps:

1. Call 911 or send nearby someone to call.

2. Place your hands on the center of the patient’s chest and start compressions pushing hard and fast. You can do compressions to the beat of:

• “Man in the Mirror” by Michael Jackson • “Crazy in Love” by Beyonce • “Hips Don’t Lie” by Shakira

Drugs

The intentional improper or unsafe use of a drug is known as drug abuse. All drugs, whether abused or not, can damage our health by changing chemical processes in the body. Legal drugs have been prescribed to a patient by their doctor or can be bought over-the-counter without a prescription. Illegal drugs can include substances that are banned by law and prescription drugs if they have been modified to sell on the street. Recreational drugs are any substances that alter mood and are taken voluntarily (not for medical purposes) for personal satisfaction. Alcohol and tobacco are considered legal recreational drugs whereas heroin and cocaine are illegal recreational drugs. Drugs can be classified into various categories:

Type of Drug General Description Examples

Stimulants Act on the central nervous system and increase brain activity Cocaine, caffeine, nicotine, crack

The opposite of stimulants- they act on the central nervous Depressants Alcohol, tranquilizers, barbiturates system and slow down brain activity

Hallucinogens Distort the user’s sense and ability to perceive reality LSD, PCP, marijuana

Codeine, morphine, heroin, Narcotics Reduce pain and induce sleep methadone

Tobacco

“Every year in the U.S. over 393,000 people die from tobacco-caused disease, making it the leading cause of preventable death. Another 50,000 people die from exposure to secondhand smoke” (Smoking, 2015). Tragically, each day, thousands of children still pick up a cigarette for the first time. The cycle of addiction, illness, and death continues. Use of tobacco in any form by anyone is unsafe.

If smoking continues at the current rate among youth in this country, 5.6 million of today’s Americans younger than 18 will die early from a smoking-related illness. That’s about 1 of every 13 Americans aged 17 years or younger (CDC).

If we know that smoking causes heart disease, chronic obstructive pulmonary diseases (COPD), shortens lifespan by 10 or more years, and costs a smoker thousands of dollars every year, why are people still lighting up? The answer, in short, is addiction. The tobacco in cigarettes contains nicotine, which is a highly addictive and toxic chemical that acts as a stimulant in small doses. There are no physical reasons to start smoking; the body does not need tobacco, and chemicals in cigarettes, such as nicotine and cyanide, are poisonous and can kill in high doses.

The body tries to defend against these chemicals, which is why first-time smokers often feel a burning in their throat, feel nauseous, or 13 vomit. Those who continue to smoke may experience some or all of the following health problems: bad breath, bad skin, yellowing of teeth, reduced athletic performance, greater risk of injury and slower healing time, increased risk of illness and infections like bronchitis and pneumonia, loss of bone density leading to osteoporosis, impacted sexual health causing fertility problems, increased risk of blood clots, heart disease, stroke, emphysema, and many types of cancer – including lung, throat, stomach and bladder cancer (2013).

Quitting smoking can be an arduous task and often requires multiple attempts; The American Lung Association has more information available on quitting smoking at www.lung.org, or through the Lung Help- Line at 1-800- LUNG-USA (1-800- 586-4872).

Health Hazard Facts About Smoking Cigarette Smoke Secondhand Smoke E-Cigarettes • Contains over 7,000 chemicals, 69 • Involuntarily inhaled by • According to CDC, the number of of which are known to cause nonsmokers and responsible for students in grades 6-12 reporting cancer. Directly responsible for approximately 3,400 lung cancer having used an e-cigarette in the approximately 90% of lung cancer deaths and 46,000 disease deaths last 30 days increased from 1.1% deaths. in adult nonsmokers annually in in 2011 to 7.5% in 2016 (CDC, • Smokers die significantly earlier the United States. 2016). than nonsmokers: 13.2 years • Smoke from parents is associated • In initial lab tests conducted in earlier for men and 14.5 years with a wide range of adverse 2009, FDA found detectable levels earlier for women. effects in their children, including of toxic cancer-causing chemicals, • About 8.6 million people in the exacerbation of asthma, increased including an ingredient used in U.S. have at least one serious frequency of colds and ear anti-freeze, in two leading brands illness caused by smoking. infections, and sudden infant of e-cigarettes and 18 various • Among current smokers, chronic death syndrome (SIDS). cartridges. lung disease accounts for 73 • Workplaces nationwide are going • There is currently no law that percent of smoking-related smoke-free to provide clean requires companies to list e- conditions. indoor air and protect employees cigarette ingredients. from the life-threatening effects • There is no evidence that shows of secondhand smoke. the aerosol emitted by e- (American Lung Association: General Smoking Facts )

Marijuana

Marijuana, a popular hallucinogenic drug, also known as “weed,” “pot,” “bud,” “grass,” “herb,” “Mary Jane,” “MJ,” “reefer,” “loud” “chronic,” and “ganja,” is a mixture of the dried and shredded leaves, stems, seeds, and flowers of Cannabis sativa – the hemp plant. Of the more than 500 chemicals in marijuana, delta-9-tetrahydro- cannabinol, known as THC, is responsible for many of the drug’s psychotropic (mind-altering) effects. It is this chemical that changes how the brain works, distorting how the mind perceives the world. It is illegal to buy, sell, or carry marijuana under Federal Law. The Federal Government considers marijuana a Schedule I narcotic– having no medicinal uses and high risk for abuse. Marijuana use can have a number of long and short term effects on the body, including:

• Disrupting the normal function of the part of the brain called the hippocampus. This can lead to problems studying, learning new things, and recalling recent events. A recent study followed people from ages 13 to 38 and found those who used marijuana frequently in their teens had up to an eight point drop in IQ, even if they quit in adulthood (Zalesky and Meier).

• THC affects the area of our brain that controls balance and coordination (cerebellum) and the part of the brain that helps control movement (basal ganglia). These effects can influence performance in such activities as sports, driving, and video games.

• Since THC affects areas of the brain involved in decision making, using it can cause you to do things you might not do when you are not under the influence of drugs – such as engaging in risky sexual behavior or getting in a car with someone who has been drinking or is high on marijuana.

Long-term, regular use of marijuana – starting in the teen years – may impair brain development and lower IQ, meaning the brain may not reach its full potential. Marijuana is the most commonly used illegal drug used in the United States by teens as well as adults. Some teens believe marijuana cannot be harmful because it is “natural.” But not all natural plants are good for you – take tobacco, for example.

Marijuana has been legal for medicinal use in Illinois since November 2015 and as of January 1, 2020 has become legal for recreational use. Through legalization, the government aims to create a well-informed community that knows about the consumption of Marijuana especially relating to risks. Even though it is legal in the state of Illinois, it is not legal on a federal level. What this means is that it is not legal in the United States as a whole, rather in very few particular states (Illinois, California, Colorado, Michigan, etc.). In order to buy recreational marijuana legally, you must be 21 years of age. Marijuana may NOT be used, even by someone over 21:

. In any public place, such as streets or parks. . In any motor vehicle. . On school grounds, with the exception of medical users. . Near someone under the age of 21. . Near an on-duty school bus driver, police officer, firefighter or corrections officer. (What You Need to Know About Marijuana Legalization in Illinois)

Addiction is a chronic, relapsing brain disease. Addiction changes the structure of the brain and how it works and is characterized by compulsive drug use. Addiction can happen with legal and illegal drugs, prescription medications, and controlled substances, including alcohol, tobacco, marijuana, Tylenol with codeine, etc. If a person becomes addicted, each of these drugs have various negative effects on the person’s physical, intellectual, emotional, social and/or spiritual health.

Alcohol

Although data show that teenage abuse of alcohol, tobacco and other drugs has seen a decline in the past 20 years, there seems to be an increasing trend in the rate of e-cigarette use and a more relaxed attitude about marijuana use. Despite an individual’s personal feelings toward alcohol, tobacco, and other drugs, how these toxins harm your body is quite real.

Alcohol use by persons under age 21 years is a major public health problem. Binge drinking, alcohol abuse, and alcoholism are three main types of problem drinking. Binge drinking can be defined as consuming a high number of alcoholic beverages in a short period of time. Alcohol abuse is considered a continuous and habitual misuse of alcohol that leads to various problems: trouble at school, home, or with the law, or putting yourself in dangerous situations when drinking. Alcoholism is when your body becomes physically dependent on alcohol– needing more drinks to feel drunk or a drink just to function. 15

Alcohol is the most commonly used and abused drug among youth in the United States and is responsible for more than 4,300 annual deaths among underage youth. Although drinking by persons under the age of 21 is illegal, people aged 12 to 20 years drink 11% of all alcohol consumed in the United States. More than 90% of this alcohol is consumed in the form of binge drinks. In 2010, there were approximately 189,000 emergency rooms visits by persons under age 21 for injuries and other conditions linked to alcohol (CDC, 2016).

Problems with Alcohol Use Signs and Symptoms of Alcohol Abuse Signs and Symptoms of Alcoholism • Repeatedly neglecting your responsibilities at home, • Increase in tolerance: needing more alcohol over time to work, or school because of your drinking. feel the same effects • Using alcohol in situations where it’s physically • Withdrawal: when your body gets used to alcohol and dangerous. experiences anxiety, shaking, sweating, insomnia, • Experiencing repeated legal problems because of depression, irritability, etc. when the alcohol is taken drinking. away • • Continuing to drink even though your alcohol use is You often drink more alcohol than you wanted to, for causing problems in your relationships. longer than you intended, or despite telling yourself you wouldn’t. • Drinking as a way to relax or de-stress. Many drinking problems start when people use alcohol to self- • You want to quit drinking, but you can’t. Your efforts to soothe and relieve stress. quit have been unsuccessful. • You have given up other activities because of alcohol. You’re spending less time on activities that used to be important to you. (Helpguide, 2015)

16 chapter 2: emotional wellness

The Emotional Self

Emotions play a necessary role in how we think, behave, and interact with one another. The emotions we experience impact our bodies, brains, and behaviors. For instance, when feeling anxious about a test, one might become restless and lose sleep. This would affect communication with peers the next morning and performance on the test. To be emotionally well means to express feelings freely and appropriately and manage feelings effectively. This does not mean that negative emotions will not occur; however, instead of feeling restless and losing sleep before a test, emotionally well people might study to reassure themselves and use calming strategies to fall asleep. In order to address our health holistically, we must attend to both our physical and emotional selves and acknowledge their interrelatedness.

When properly acknowledged and managed, emotions do each of the following:

• Motivate us to take action o Paying attention to our emotions can direct us to take actions we would not have taken without the emotion. . Being interested in a classmate might cause you to ask them out. . Feeling nervous about a test might cause you to study.

• Help us avoid danger and survive o Emotions motivate us to act quickly in ways that may ensure our survival and success. . Fear may cause you to leave a threat. . Love may cause you to commit to a significant other.

• Help us make decisions o Emotions influence most of our daily decisions, even without us knowing. What we eat, wear, and do throughout our day are heavily impacted by how we feel. Emotions can also help you decide who to trust and what activities to participate in.

• Allow us to understand others o When emotions are expressed physically, either intentionally or unintentionally, they provide cues for how others should behave toward them.

• Help others understand us o When emotions are expressed appropriately, it is more possible to build deep, meaningful relationships. They allow us to communicate verbally, nonverbally, and sometimes instantaneously in a variety of situations.

Emotionally well people are more able to: 1. Treat others well. 2. Like who they are. 3. Be flexible with change. 4. Show gratitude toward others. 5. Be in touch with their emotions. 6. Have meaning in life. 7. Value experiences over possessions.

Practices to enhance emotional wellness are shown below. As you read, reflect on the actions you take and the ones on which you may need growth and support. • Recognizing conflict as potentially healthy • Accepting the feelings of others • Becoming more aware of your feelings through • Expressing your feelings in responsible ways reflection, journaling or other practices • Seeking support and guidance when feelings • Practicing positive financial behaviors that and emotions seem to be getting out of control enhance security and emotional stability • Building a strong social support network • Accepting your feelings rather than denying • Taking responsibility for your actions them • Being open to continual personal development

(“Emotional Wellness”)

Emotions 101 Our emotional selves are comprised of emotions or feelings. According to Merriam Webster (2015), “Feelings are emotional states or reactions” (“Feelings”). Emotions can be difficult to understand at first, especially when becoming used to how your body and mind feels during certain emotions. For example, if your jaw and fists and clenching, you may be mad or frustrated. It is important to explore what your body feels and what your mind thinks during certain emotions.

To the right is an image that shows basic emotions; although these are not the whole picture of emotions, they are a good start to the exploration of emotions. Remember that emotions are normal and you should not be ashamed of them!

While some emotions might feel more pleasant than others, emotions are neither good nor bad. Emotions simply exist as a benefit of being human. Many times, emotions can act as a signal informing us about ourselves in relation to other people and situations. They teach us about ourselves. “Emotions give us information about what we’re experiencing and help us know how to react” (“Understanding Your Emotions”).

Emotions come and go. Most of us feel many different emotions throughout the day – some last just a few seconds while others might linger to become a mood. Emotions can be mild, intense, or anywhere in between. The intensity of an emotion can depend on the situation and on the person. There are no good or bad emotions, but there are good and bad ways of expressing (or acting on) emotions. Learning how to express emotions in acceptable ways is a separate skill – managing emotions – that is built on a foundation of being able to understand emotions (“Understanding Your Emotions”).

Decision Making The most interesting connections in our brain are between the thinking and feeling parts of the brain. The reasonable mind or “thinking brain” is responsible for logical reasoning, using knowledge to guide decision-making, and planning. The emotional mind or “feeling brain” is responsible for making decisions based on how a person feels –whether they are happy, sad, afraid, disgusted, angry, or surprised.

When a person considers both the emotional mind and reasonable mind, a positive, healthy choice may be made using one’s wise mind.

Just as we use physical exercises to make our bodies stronger, we can use mental exercises to develop our brains and enhance our decision making skills so that we are always using our wise mind.

When making decisions to act a certain way, it is important to practice mindfulness. In this case, we are defining mindfulness as the ability to pause during a situation that causes a certain emotion and being able to think fully before acting. By practicing mindfulness, you will be able to avoid escalation of certain situations.

Stress Stress is the emotional and physical strain caused by the response to pressure from the outside world. What causes stress is different for different people, and while stress is not necessarily bad and can even be motivating in small doses, too much stress loses the positive effects and negatively impacts mood, productivity, relationships, and quality of life. Stress is a normal physical response to events that make a person feel threatened or upset. Stress is the body’s way of protecting itself (“Stress and Stress Management”). The physical or psychological events, challenges, and situations that create stress are called stressors.

The table below lists some of the common warning signs and symptoms of stress. The more signs and symptoms you notice in yourself or someone you know, the closer you may be to stress overload.

Symptoms of stress Cognitive Symptoms Emotional Symptoms Physical Symptoms Behavioral Symptoms • Memory problems • Moodiness • Aches and pains • Eating more or less • Inability to • Irritability or short • Diarrhea or constipation • Sleeping too much or too concentrate temper • Nausea, dizziness little • Poor judgment • Agitation, inability to • Chest pain, rapid • Isolating yourself from • Seeing only the relax heartbeat others negative • Feeling overwhelmed • Loss of physical energy • Procrastinating or • Anxious or racing • Sense of loneliness and • Frequent colds neglecting responsibilities thoughts isolation • Using alcohol, cigarettes, • Constant worrying • Depression or general or drugs to relax un-happiness • Nervous habits (e.g., nail biting, pacing) (Helpguide.org, 2015)

Types of Stress Stress is a reality of life, and it will always exist, to some extent, in our lives. There are four main types of stress that we all experience in our daily lives.

Types of Stress

Type of Stress Example Acute Stress: response to a specific situation When you are being chased by a large dog. Ignoring your math grade that continues to Chronic Stress: constant stress that wears on a person drop. Eustress: positive reaction when you’re excited to overcome a When you’re excited to kiss someone. challenge.

Distress: response to something we perceive as negative. When you argue with your best friend.

Identifying and removing yourself from stressful situations is one way of managing stress. Since removing yourself from stressful situations isn’t always possible or practical, the primary form of stress management is changing how we respond to stress. Stress management is about developing a positive mindset that increases your quality of life and extends your life and practicing coping strategies to decrease your physical response to difficult situations.

Stress Management When you use your wise mind to make positive decisions, it does not mean that your emotions go away. Even after you make the decision, you can continue to feel stressed due to anger, frustration, sadness, or other unpleasant emotions. When it is possible, removing yourself from a stressful situation can provide relief from these feelings and allow your mind to return to normal functioning.

Ways to Manage Stress Write This may help you identify what the major stressor in your life is and can also track changes in levels of stress over time. Let your feelings out Communicate with someone else, cry, laugh, and/or express anger. Feelings are completely normal and do not have to be kept in. Focus on the present This can be done through meditation or guided imagery. Meditation focuses your attention on things that are happening in the moment by paying attention to breathing. In guided imagery, you imagine yourself in a calming place. Exercise Exercising is one of the best ways to manage stress. During exercise, endorphins are released. Endorphins are natural pain killers and aid in better sleep, which can then lead to stress reduction. Stretching also contributes to muscle relaxation. Relaxation techniques Breathing exercises, progressive muscle relaxation, and activities such as yoga may help you relax. Read Doing anything that allows you to sit and focus on something other than your stressors may help to reduce stress. Reading allows for you to focus your attention on a story that is not your own. (WebMD)

However, when it is not realistic or practical to remove yourself from the stressful situation, you can manage your emotions by developing a positive mindset or using appropriate and healthy coping strategies.

Developing a Positive Mindset

Imagine two students who receive the same poor grade on an exam. The first student thinks, “I’m such a failure! I always do poorly in this subject. I can’t do anything right!” The second student thinks, “This test was difficult! Oh well, it’s just one test in one class. I tend to do well in other subjects.” These students are exhibiting two types of what psychologists call explanatory styles. Explanatory styles reflect three attributions that a person forms about a recent event: • Did it happen because of me (internal) or something or someone else (external)? • Will this always happen to me (stable) or can I change what caused it (unstable)? • Is this something that affects all aspects of my life (pervasive) or was it a solitary occurrence (limited)?

Pessimistic people tend to view problems as internal, unchangeable, and pervasive whereas optimistic people are the opposite. When you have a positive mindset, you believe that problems are external, unstable, and limited. This means that you have the power to overcome the problem and change things by choosing an appropriate solution or coping strategy (“Mindfulness and Positive Thinking”).

Having a positive mindset can look different for many people. An important aspect of having a positive mindset is practicing gratitude. Practicing gratitude helps you process negative situations more like an experience that can help you grow as a person. There are endless benefits to practicing gratitude- including enhancing your self-esteem and increasing mental strength. Coping Strategies

Coping strategies allow us to take an active role to recover from stress. There are two types of coping strategies: approach and avoidance coping.

Approach coping means identifying your current feelings or emotions, learning coping skills, and seeking social support as needed. This is the most positive way to heal from stress (“Coping Skills”).

Avoidance coping means that you are taking a passive approach or avoiding the problem. Avoidance coping takes the form of partying hard, drinking, using drugs, blaming yourself, or denying the existence of a problem. Avoidance coping does not allow you to recover from stress. Instead, avoidance coping can result in behaviors that are harmful to you or those around you because of the pain felt by your emotional self (“Coping Skills”).

Emotional wellness requires approach coping after stressful or traumatic situations. While often motivated by emotion, emotionally well people act on what is best for their goals in a particular situation and try to avoid acting solely on emotion. When negative events occur that bring up difficult feelings, emotionally well people are able to stop, see the best form of themselves, and come up with a strategy for themselves. This is referred to as the “meta- moment.”

Example:

• Something happens: Your neighbor talks to you during independent work, and the teacher gives you the demerit. • Sense: Anger, because you have done nothing wrong. You want to yell back at the teacher. • Stop: Instead of acting right away, give yourself time to think. • See your best self: What do you want out of this situation? You want the demerit taken away and to avoid any further demerits. • Strategize: Deep breathing. Recognizing that you are angry, you could ask to speak with the teacher later. • Succeed: Go to the teacher after class to discuss the demerit. Even if it isn’t taken off, you did not receive further demerits.

Many approach coping strategies are similar to stress management techniques seen in Ways to manage stress. However, coping strategies can vary by person or situation. You may find that grounding is very helpful when you are feeling anxious about the SAT, but that exercise is the best way to release your angry or aggressive feelings. It is important to practice various techniques to find the ones that work best for you.

Trauma 101

Stressful situations with appropriate coping skills can usually be emotionally resolved. Trauma is when you experience events that are so stressful they feel overwhelming to your body and mind. Trauma can impact a survivor’s health and life opportunities, so it is important to understand what causes trauma, how it affects the mind and body, and what can be done to alleviate its effects. Causes of Trauma

Trauma can be caused by any event that a person is unable to cope with. According to the American Psychological Association trauma can produce long-term consequences, such as “unpredictable emotions, flashbacks, strained relationships and even physical symptoms like headaches or nausea.” The causes of childhood trauma, Adverse Childhood Experiences (ACEs) are varied and plentiful, including:

• Emotional abuse – being sworn at, insulted, • Parental separation or divorce or verbally put down continually • Having a family member who is depressed or • Physical abuse – experiencing it and/or otherwise mentally ill seeing it happen • Having a family member attempt suicide • Sexual abuse • Having a family member go to prison • Drug abuse – living with someone who is a problem drinker or drug abuser

Health Impact of Trauma Research has shown that experiencing trauma in childhood puts the survivor at increased risk for several chronic diseases. For instance, children with four or more ACEs are 390% more likely to suffer from chronic pulmonary lung

disease, 240% for hepatitis, 460% for depression, and 1,220% for suicide. Adults who experienced four or more ACEs are significantly more likely to be smokers, develop Type 2 diabetes, exhibit poor job performance, suffer from alcoholism, and become perpetrators of domestic violence (Aces Too High).

Why?

Research has shown that toxic stress, such as childhood trauma, can damage the developing brains of young people. These people are more likely to be in a constant state of fight, flight, or freeze – the brain’s typical reaction to stress – even when there is no stressor present. For example, if a teen grows up in an area where gun and gang violence are frequent, they may develop habits to stay safe in this environment. These habits could be dysfunctional when they enter an environment where guns and gangs are not prevalent (e.g., school), but the brain is wired to behave as if the threat is present. This leads to difficulty trusting adults, forming healthy relationships, and learning. To relieve their stress and anxiety, many with childhood trauma turn to drugs or risky activities (e.g., high risk sports, promiscuity, violence, overeating). Increased likelihood of chronic disease is a consequence of changes to the brain that cause anxiety and ill-advised activities (Aces Too High).

Resilience Fortunately, brains changed by trauma are able to be repaired. People with resilience, the ability to recover from difficulty, are often able to lead healthy, productive lives despite adverse childhood experiences. Researchers have determined 10 factors that help young people develop resilience and overcome trauma. As you read each factor, determine if it applies to you. If so, how could you rely on this factor to help you in tough times? If not, what other factors could you lean on to help deal with difficult situations?

Resilience-building factors:

1. Make connections – form healthy relationships with others, and seek help and comfort from others. 2. Avoid seeing crises as insurmountable problems – use your wise mind to determine alternative outcomes in a situation. 3. Accept that change is a part of living. 4. Move toward your goals. 5. Take decisive actions. 6. Look for opportunities for self-discovery – learn from the trauma to discover things about yourself. 7. Nurture a positive view of yourself – building confidence will help you build resilience. 8. Keep things in perspective. 9. Maintain a hopeful outlook – choose optimism over pessimism. 10. Take care of yourself – this helps you be prepared to deal with traumatic situations. (American Psychological Association)

All of the above factors help support people in building resilience, but it is possible to develop resilience even if most of those factors are missing. Resilient people are more able to form close relationships, have a positive view of themselves, manage their emotions, cope with stressful situations, and feel in control of their lives. Like any skill, resilience may take practice, but through personal choice and actions, it is possible to significantly shift the way you feel as you go through life.

Self-Advocacy and Accessing Support Following a traumatic experience, it’s normal to feel out of control. Reaching out for help is the first step in restoring control in your life. Social workers, psychologists, and counselors are mental health professionals who can help process painful emotions and traumatic experiences. From the social worker on your campus to the counselor in your community center to the therapist in your college health center, these professionals help people heal and tap into their inner resilience in a confidential setting.

Exercise and Emotional Wellness Exercise is as important for your emotional health as it is for your body. Regular exercise not only relieves stress, improves mood, aids in sleep, and improves memory, but it can also impact symptoms of conditions like depression, ADHD, and anxiety. Exercise releases endorphins, chemicals in the brain that relieve pain and stress. It also promotes changes in the brain, including building new patterns of brain activity that increase feelings of calm and well-being. Exercise can also serve as a necessary distractor that provides an opportunity to break the chain of negative thoughts (Robinson, Segal, & Smith, 2017).

The release of endorphins also relieves anxiety. This effect increases if you pay attention to your body while you exercise instead of zoning out. For example, while you run, focus on the feel of the wind on your skin or the rhythm of your breathing and footsteps. This element of mindfulness makes it possible to interrupt negative thoughts. Research suggests that this method of mindfulness can help counteract post-traumatic stress disorder (PTSD) and trauma. Running, swimming, weight training, and dancing are believed to be the best choices to relieve trauma-related stress (APA).

Other benefits of exercise include sharper memory and thinking, higher self-esteem, better sleep, more energy, and stronger resilience. Try it for yourself. The next time you feel down, stressed, or upset, work out while focusing on your body. Note how your mood changes.

chapter 3: sex education

Healthy vs. Unhealthy Relationships Healthy Relationships Healthy dating relationships should start with the same ingredients that healthy friendships have. All healthy relationships between two partners are characterized by communication, respect, sharing, and trust. They are based on the belief that both partners are equal and that decision making in the relationship is shared equally. In healthy relationships, we must maintain the freedom to be ourselves. Maintaining our identity in a romantic relationship also means nurturing the other relationships we already have with family and friends. At first, dating couples may want to spend all their time with each other, but it is equally important for couples to spend time with others to maintain those healthy relationships. These relationships provide perspective and can be a valuable source of support when a couple experiences difficult or stressful times in a romantic relationship or when the relationship ends.

Unhealthy Relationships Relationships generally start out with good intentions. As relationships develop, disagreements and conflicts will arise. Conflict is not necessarily negative if we deal with it appropriately. How we deal with conflict is based on a given situation, as well as on previously learned behaviors. In some conflict situations, people may use behaviors that are considered unhealthy or abusive, and may include the following:

Emotional: making degrading comments, ignoring, isolating, controlling friendships and/or activities, threatening Physical: slapping, pushing, punching Sexual: unwanted touching, forced or coerced sex Financial: taking or withholding money, controlling spending

Communication The following steps are ways to ensure healthy communication that is open, trusting, and reciprocal: 1. Have reasonable expectations. Keep in mind that partners are not mind readers. Tell each other what you mean. There will be times when you disagree. 2. Know your own feelings. If you feel unhappy or uncomfortable, take time to think about how you really feel and why, so you can do something about it.

Elements of Communication Communication is much more than the things you say. A message is constructed of the following elements: • Words (what you say) account for 7% of the message. • Voice and tone (e.g., pitch, volume) account for 38% of the message. • Body language (e.g., posture, facial expression, proximity) accounts for 55% of the message. (Province of Manitoba, 2015)

Consent “Sexual activity requires consent, which is defined as a voluntary, positive agreement between the participants to engage in specific sexual activity” (Northwestern, 2015). According to Northwestern University’s Women’s Center, when communicating consent: The absence of a “no” does not mean “yes.” Consent needs to be a clear, positive agreement. • Consent is never implied, even if you are in a relationship; being in a relationship does not mean you have permission to have sex with your partner. • Consent is a process, which must be asked for every step of the way; if you want to move to the next level of sexual intimacy with your partner, just ask. • Consenting on one occasion does not obligate you to consent on any other occasion; consenting previously does 29

not necessarily mean you feel the same way today.

Consent in Relation to Alcohol and Drugs A person who is asleep or mentally or physically incapacitated, either through the effect of drugs or alcohol or for any other reason, is not capable of giving valid consent. The use of alcohol or drugs may seriously interfere with the participants’ judgment about whether consent has been sought and given.

Consent according to Illinois State Law The Illinois Age of Consent is 17 years old. In the United States, the age of consent is the minimum age at which an individual is considered legally old enough to consent to participation in sexual activity. Individuals aged 16 or younger in Illinois are not legally able to consent to sexual activity, and such activity may result in prosecution for statutory rape. Illinois statutory rape law is violated when a person has consensual sexual intercourse with an individual under age 17. However, if the offender is in a position of authority or trust over the victim, the age of consent is raised to 18.

For example: Maria and Eric are in a romantic relationship. Since they live in Chicago, the age of consent is age 17. If Eric is 15 and Maria is 18, any sexual contact between them is considered statutory rape, regardless of whether or not it was consensual, and Maria can be criminally prosecuted. The individual whose age is below the age of consent is considered to be the victim, and their sexual partner whose age exceeds the age of consent is seen as the offender (ageofconsent.net).

Sexual Education: Overview and Statistics Sexual education should not be a weird topic to discuss, especially since most teenagers have begun to or will begin to sexually mature during high school. Being knowledgeable about human reproductive systems, abstinence, consent, contraception options, sexually transmitted infections (STIs), criminal sexual offenses, the effects of alcohol and drugs, and where you can go for various resources will help you make smart decisions about your sexual wellness.

Most people think they know more about sexual education than they really do, so keep an open mind to learning more so that you do not become a statistic: • Young people ages 15-24 represent ¼ of sexually active population but acquire ½ of all new STIs, which is approximately 9.8 million new cases per year. • 3.2 million adolescent females are infected with at least one of the most common STIs. • 35% of teens ages 14-19 have human papilloma virus (HPV). • As of 2015, gay and bisexual men experience the highest rate of syphilis increase. • Medical costs for treating young people with STIs costs about $6.5 billion annually. • In 2015, approximately 4% of new HIV diagnoses were in teens ages 13-19. • The U.S. has the highest teen (ages 15-19) birth rate of any developed country with 22.3 births per 1000 females in 2015. (Sexually Transmitted Disease Surveillance, 2015)

Male Reproductive System The first step in knowing and making good decisions about sex is knowing your body, its reproductive system, and how it works. The male reproductive system and its components are described below, and shown in the figure below.

• Bladder: After urine is produced by the Male Reproductive System Diagram kidneys, it is stored here before exiting the body through the urethra.

• Urethra: The urethra carries urine from the bladder to the outside of the body, and ejaculates semen.

• Prostate gland: This gland contributes additional fluid to the ejaculate that helps to nourish sperm.

• Scrotum: A loose sac of skin which contains the testicles (testes), nerves, and blood vessels. Regulates temperature of the testes so they are slightly cooler than body temperature; muscles in scrotum wall contract, moving the testicles closer to the body for warmth, and relax away from the body to cool. (Kids Health)

• Testicles: Also called testes, they are located inside the scrotum. These are responsible for making testosterone (primary male sex hormone); within the testes are the seminiferous tubules responsible for producing sperm cells.

• Penis: The male organ which fills with blood when the man is sexually aroused and contains the urethra; semen, which contains sperm (reproductive cells), is ejaculated through the end of the penis.

Source: Sexual Health, 2015

Female Reproductive System Unlike the male, the human female has a reproductive system located entirely in the pelvis. The external part of the female reproductive organs is called the vulva, which means “covering.” Located between the legs, the vulva covers the opening to the vagina and other reproductive organs located inside the body. The female reproductive system and its components are described below and shown in the figure below.

• Vagina: A canal, also known as the birth canal, that Female Reproductive System Diagram joins the cervix to the outside of the body.

• Cervix: The lower portion of the uterus that opens into the vagina and expands during labor; a channel through the cervix allows sperm to enter and menstrual blood to exit.

• Uterus: Also called the womb, it is a hollow organ with muscular walls and lining that expand as the fetus develops.

• Fallopian tubes: These serve as tunnels for the ova (egg cells) to travel from the ovaries to the uterus; conception (fertilization of an egg by a sperm) normally occurs in the fallopian tubes; after an egg is fertilized, it moves to the uterus where it implants into the lining of the uterine wall.

(Sexual Health, 2015) • Ovaries: The organ responsible for producing eggs as well as estrogen and progesterone (female sex hormones).

Menstruation In order to become pregnant, a female must have reached sexual maturity, meaning her menstrual cycle has begun. A menstrual cycle is controlled by the female sex hormones. From the start of one period to the beginning of the next takes approximately 28 days. It is important to know that different females can have different cycle lengths and that a cycle length can vary month to month in the same female, especially in the 1-2 years after her first period.

Day one of the cycle starts on the first day of a female’s Menstrual cycle period, when the lining of the uterus sheds, releasing blood and tissues out of the vagina. This is called menstruation and can last anywhere from 2-7 days, depending on the female. After menstruation, the body begins to release Uterus lining hormones that signal the uterus to get ready to receive a new breaks down, egg and hormones that prepare the ovary to release the egg. menstruation The lining of the uterus begins to thicken (in case an egg is Uterus occurs lining Typical fertilized by a sperm) to provide blood and nutrients to a continues Menstrual potential developing embryo. to thicken Cycle Lining of the womb Near the middle of the cycle (days 12-16), ovulation, which is thickens the release of an egg from the ovary, occurs. Again, this Ovulation timeframe for ovulation can vary. The egg travels down the occurs fallopian tube. If it is not fertilized by a sperm, it will begin to (usually day dissolve, which causes a variance in hormone levels signaling 14) blood vessels in the uterine lining to constrict and shed the lining. The dissolving egg and uterine lining exit through the vagina during the next menstruation.

(American Pregnancy Association, 2016)

Pregnancy Both the male and female reproductive systems are essential for reproduction. During unprotected heterosexual intercourse, millions of sperm are deposited into the vagina; some sperm may survive in the female reproductive system for 3-5 days. This means that if sexual intercourse happens within the few days before or after a woman ovulates, the sperm and egg may meet in the fallopian tube. This means pregnancy typically can occur if a woman has sexual intercourse during days 10-17 of a typical menstrual cycle.

If the sperm meets the egg in the fallopian tube, fertilization occurs. This fertilized egg will travel to the uterus and implant itself within the lining of the uterus. The cells within the implanted egg will undergo a series of thousands of divisions, changing in classification from a blastocyst into an embryo and then finally into a fetus about nine weeks into pregnancy. The embryo stage will have almost all parts of a human, including major organs, muscles, and skin. The growth of the baby is fueled by nutrients and oxygen that are absorbed from the uterine wall directly or delivered through the umbilical cord and amniotic sac.

Pregnancy will last approximately 280 days, or nine months from the missed period. At the onset of labor, hormone levels in the mother increase, signaling the cervix to relax and begin to widen so the baby can pass through the vagina. Soon after, she may feel labor contractions when the walls of the uterus begins to squeeze, which will also signal the cervix to widen. When the baby’s head presses on the cervix, the opening loosens, causing the mother’s water to break. Once the baby is born, the umbilical cord will follow, along with the placenta.

Risks of Teenage Pregnancy Teen pregnancies are more likely to result in premature labor, lower birth weight of the child, and other medical complications. Additionally, teen pregnancy may result in social complications – for example, teens may have a harder time navigating friendships and may experience discord with family members. Finally, teen pregnancy has educational and financial consequences, as well, as shown by the statistics below:

• Teenage births are associated with lower annual income for the mother – 80% of teen mothers must rely on welfare at some point.

• Teenage mothers are more likely to drop out of school – only 33% of teen mothers obtain a high school diploma after having the child; less than 2% finish college before age 30.

• Having a child also results in less flexibility for school choice; the mother may have to stay local instead of traveling to a college out-of-state.

• Teenage pregnancies are associated with increased rates of alcohol and substance abuse, lower educational level, and reduced earning potential in teen fathers.

(Remedy Health Media, 2015)

Abstinence Once you have a better understanding of how your body works, you may feel like it is the right time to have sex. First, you should be ready to deal with the physical consequences of sex, such as sexually transmitted infections (STIs) or pregnancy. Mentally, you should believe this is the right choice for you and your partner, not because of hormones or wanting attention and love from that person. Emotionally, you should be ready to deal with how others may view you or how you would feel if you and your partner were no longer together. If you are NOT physically, mentally, emotionally and financially prepared, then the right sexual decision for you is abstinence. These guidelines apply regardless of sexual orientation.

Abstinence can be defined as the decision to abstain or refrain from having sex. If you do not have sex, a sperm cannot fertilize an egg, and there is no possibility of pregnancy or spread of STIs. Abstinence is the only 100% effective way to prevent both of these consequences. You do not have to be a virgin to practice abstinence. Even if you have been sexually active in the past, you can still choose abstinence to prevent pregnancy and STIs moving forward.

Sexually Transmitted Infections (STIs) One of the risk factors of engaging in sexual intercourse is the possibility of getting a sexually transmitted infection, which is a disease spread from person to person during intimate contact. STIs can affect men and women of any age but have unfortunately become common among teens. This is why it is important to learn not only about how to protect yourself but also how STIs can be spread and treated. STIs are serious health problems that can cause permanent damage like infertility and even death if left untreated. Infertility is the inability of a sexually active couple to achieve pregnancy after 12 months of unprotected sex.

STIs can be spread through sexual intercourse, skin to skin contact, oral sex, and anal sex. These viruses have the ability to enter the body through cuts, tears, and any openings on the skin, mouth, genitals, and anus. Sometimes a person who has an STI will not show any symptoms or will be unaware that they are infected and pass the disease on to their partner without realizing.

There is an increased risk of contracting an STI if you start engaging in sexual activity at a young age, if you have many partners, or when you have unprotected sex. If you have unprotected sex with a partner, their sexual history may include an infected person, which increases your risk of contracting the same STI. There is no way to know for certain who your partner’s former partners are, how many partners there have been, or what type of protection they used with those partners.

There are three major types of STIs: bacterial, parasitic, and viral. Bacterial STIs, such as gonorrhea, syphilis, and chlamydia, are often cured with antibiotics. Treatment for parasitic STIs varies – cleaning, lotions, and/or antibiotics might be necessary to kill the pest organism. Viral STIs, such as HIV, HPV (which may cause certain types of cancers and genital warts), herpes, and hepatitis – the Four H’s – have no cure. However, many of their symptoms can be alleviated with treatment. Fortunately, there are vaccines available to help prevent both HPV and hepatitis; talking with your health care provider about whether you should be vaccinated for either of these infections is a good idea.

Types of common STIs 1. Bacterial: Can be cured with medication, if treated early enough by a health care provider. • Syphilis may result in serious organ damage, or death, if left untreated. • Gonorrhea may cause infections in the genitals, rectum, and throat. • Chlamydia may cause serious damage to a woman’s reproductive system, and make it difficult to impossible to get pregnant later in life.

2. Parasitic: Can be spread by close personal contact, skin-to-skin contact, shared clothing, towels, and bedding. Can be cured by a doctor. All bedding and clothing should be washed in hot water, and mattresses should be vacuumed. • Scabies may cause itching and rash formation between fingers, wrists, armpits, genitals and thighs. • Pubic Lice is characterized by genital itching and visible lice in and around pubic hair.

3. Viral: Can NOT be cured. However, can be treated by your doctor. • HIV is the virus that causes AIDS, which attacks the immune system and lowers the body’s ability to fight infections. • Genital Herpes is caused by herpes simplex type 1(oral) or herpes simplex type 2 (genital). Can be contracted through skin to skin contact, even if sores are not visible. • HPV causes warts on hands, feet and genitals. Can result in certain types of cancer if left untreated. Also can be contracted through skin to skin contact. (Most Common STDs)

Please note that the above list is meant for fundamental educational purposes only. It is in no way an exhaustive description of STIs. If you have any reason for concern regarding your sexual health, it’s vitally important to seek out the help and advice of your health care provider.

Contraception Contraception is the deliberate prevention of pregnancy by various methods, drugs, techniques, or devices. According to Planned Parenthood, if used perfectly every single time during sex, condoms are 98% effective at preventing pregnancy. But people aren't perfect, so in real life, condoms are about 85% effective — that means about 15 out of 100 people who use condoms as their only birth control method will get pregnant each year.

Both partners are responsible for communicating and taking measures to prevent pregnancy and the spread of STIs. Certain methods of birth control are more common than others because of their effectiveness, availability, and ease of use. Under current laws, the cost of most birth control methods is covered by insurance.

The birth control implant is a thin, flexible plastic implant about the size of a matchstick and is inserted under the skin of the upper arm by a healthcare provider. It protects against pregnancy for up to four years and costs between $0 and $800 up front.

An IUD, or intrauterine device, is a small T-shaped device made of plastic. It is inserted in the uterus by a healthcare provider and costs between $0 and $1,000 up front. There are two types of IUDs: copper IUDs and hormonal IUDs, which release a small amount of progestin. Copper IUDs are effective for up to 12 years, whereas hormonal IUDs are effective for three to five years.

The birth control shot is an injection of a hormone that prevents pregnancy. Each shot, which requires a prescription, prevents pregnancy for three months. The shot costs $0 to $60 per injection, plus any exam fees.

Birth control pills are a kind of medication that women can take daily to prevent pregnancy. They are also sometimes called “the pill” or oral contraception and cost between $0 and $50 per month. Birth control pills are made of hormones. Hormones are chemicals made in our bodies that control how different parts of our bodies work. Some birth control pills contain two hormones – estrogen and progestin. These are called combination pills. Some are progestin-only pills. Most women on the pill take combination pills. The hormones in the pill work by keeping eggs from leaving the ovaries (pregnancy cannot happen if there is no egg to join with sperm) and making cervical mucus thicker (keeps sperm from getting to the egg).

Emergency contraceptive pills - Women can take emergency contraceptive pills up to 5 days after unprotected sex, but the sooner the pills are taken, the better they will work. There are three different types of emergency contraceptive pills available in the United States. Some emergency contraceptive pills are available over the counter.

Condoms are small, thin pouches made of latex (rubber), plastic, or lambskin that cover the penis during sex and collect semen. Condoms stop sperm from getting into the vagina, so sperm can’t meet up with an egg and cause pregnancy. They guard against STIs by covering the penis, preventing contact with semen and vaginal fluids and limiting skin-to-skin contact that can spread STIs. Lambskin condoms do not protect against STIs; only latex and plastic condoms do. Condoms can be used with another form of birth control for extra protection. They are safe, effective, and easy to obtain and cost about $1 each but are sometimes available at no cost. (Planned Parenthood)

Sex, Sexual Orientation & Gender Sex refers to the biological and physiological characteristics that define men and women (male/female). Gender refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women (man/woman or masculine/feminine).

Biological Sex: Male or female anatomy, chromosomes Gender Identity: How you identify yourself, internal sense of self Gender Expression: How you demonstrate who you are Sexual Orientation: Who you are attracted to

A cisgender person is someone whose gender identity matches their biological sex. A heterosexual person is attracted to someone of the opposite sex. A transgender person is someone whose gender identity differs from their biological sex. For example, a person may be assigned a male sex due to the presence of male reproductive organs at birth, but that person self-identifies as female. Gender identity is a spectrum – a person may identify as a female or male, both female and male (in varying ratios), or neither. When a person does not identify with any gender, that person is considered agender (Gender Spectrum, 2017).

Gender is different than sexual orientation. Gender identity is personal whereas sexual orientation is interpersonal and refers to the gender(s) to whom a person is attracted.

LGBTQ and Allies LGBTQ is an acronym that stands for Lesbian, Gay, Bisexual, Transsexual, Queer. Since not all students identify as heterosexual or cisgender, it is important that we understand and respect everyone’s differences. Going to a school that creates a safe and supportive learning environment for all students and having caring and accepting confidants are especially important. This helps all youth achieve good grades and maintain good mental and physical health. However, some LGBTQ youth are more likely than their heterosexual peers to experience difficulties in their lives and school environments. Negative attitudes toward the LGBTQ community put these youth at increased risk for experiences with violence. Violence can include behaviors such as bullying, teasing, harassment, physical assault, and suicide-related behaviors (CDC).

An “ally” is a term used to describe someone who is supportive of LGBTQ people. It encompasses non-LGBTQ allies as well as those within the LGBTQ community who support each other: for example, a lesbian who is an ally to the bisexual community. You have the opportunity to be an ally and a friend at home, school, church and work. A straight ally can merely be someone who is supportive and accepts the LGBTQ person or can be someone who personally advocates for equal rights and fair treatment. Allies are some of the most effective and powerful voices of the LGBTQ movement. Not only do allies help people in the coming-out process, but they also help others understand the importance of equality, fairness, acceptance, and mutual respect (GLAAD).

Please do all that you can to treat everyone with the utmost respect and dignity. Regardless of anyone’s sexual orientation or gender identity, it is always a great idea to follow The Golden Rule: Treat others the way you would like to be treated.

chapter 4: nutrition application

Nutrition Application: Overview The goal of this section is to provide a broad overview of nutrition, a simplified approach to clean eating, and points of consideration for choosing what to eat. Eating well is not a diet – it is a lifestyle, and the food we put into our bodies becomes our fuel. The goal of this guide is to provide a solid framework for making intelligent food and beverage choices as part of an overall healthy lifestyle.

Risks Associated with Unhealthy Nutritional Choices The nutritional choices we make today can affect us far into the future. While the immediate impact of the food we eat is not always seen or felt, food choices have a compounding effect on our body’s overall health and wellness. According to the World Health Organization, in 2014 over two billion adults were considered overweight, and over 374 million were diagnosed with type 2 diabetes (CNN, Jul 2015). The obesity rates in the U.S. and Illinois are staggering. See the data for yourself below.

U.S. Illinois All All Men Women Black Latinx Caucasian Adults 39.8% 31.8% 31.7% 30.5% 39.5% 35.9% 30.4% High Schoolers 18.5% 13.8% (State Briefs)

Obesity, while the most visible sign of poor food choices, can lead to a range of other issues including heart disease, stroke, cancer, and joint conditions related to inflammation. A study done by Jeremy Nicholson at the Imperial College of London in 2014 comparing the impact of diet on two groups – South Africans and African-Americans – found African- Americans are 50 times more likely to develop colon cancer. This is attributed to a “Western” diet, which is high in carbohydrates and processed foods (CNN, 2015).

Even those at a normal weight are also at risk for disease based on dietary choices and genetics. Oz Garcia, a leading authority on healthy aging, states that “being thin does not equate to good health. While there are higher risks for heavier people categorically, thinner people should not assume they are immune to health issues.” Often times, thinner people may lack visible body fat because it is being stored deeper inside the body, around the organs and muscles (Garcia, 2011). Your goal should be to eat healthy overall, regardless of how your body looks on the outside.

Whole Foods vs. Processed Foods What is a whole food? A whole food is a food that is in a natural and unaltered state. You can take a whole food from its origin and consume it. Whole foods grow; they are not produced. Whole foods can be cut, cooked, or otherwise “prepared” but have not had anything added to them. Examples of whole foods include: • Fruits (apple, banana, berries) • Fish (tuna, salmon, tilapia) • Vegetables (cauliflower, spinach, broccoli) • Chicken • Nuts (cashews, walnuts, pecans) • Seeds (sunflower, pumpkin)

Whole foods provide the necessary vitamins, minerals, and fiber needed to sustain life. Unlike the standard American diet, a whole food-based lifestyle does not include any processed sugars or grains. You’ll find these whole foods in the outer perimeter of the grocery store – most of the inner aisles contain packaged food products that are processed.

In addition, most whole foods are less likely to spike your blood sugar rapidly. A blood sugar spike is dangerous for those with diabetes or risk factors for diabetes. Some examples of foods that do not result in risky blood sugar fluctuations include non-starchy vegetables (such as spinach) and most fruit (oranges or blueberries, for example). You can reduce this blood sugar spike by adding a fiber source like oats to the meal or simply eating a smaller portion size (American Diabetes Association, 2014).

Dangers of Processed Foods Processed foods are simply that – processed. They are created in a factory and packaged for the store. You may even see the word “artificial” on the ingredient list when reading the food label. Despite advertising to the contrary, the majority of processed food is not healthy and should not make up the bulk of what you eat (Lee, 2013).

Examples of processed foods include: Whole Foods Versus Processed Foods • Potato chips • Cookies • Tinned vegetables • Bread • Some meat products (such as bacon) • Microwave meals • Soft drinks (pop/soda) • Candy

In a nutshell, processed foods are not ideal for overall health and should be eliminated or eaten in moderation. Processed foods often do not offer the same nutrient value, including vitamins, minerals, and fiber. When given the choice between a whole food and a processed food, you should always choose a whole food.

Sodium Sodium is a necessary mineral to maintain normal bodily functions such as fluid balance and nerve and brain function. However, ingesting too much sodium can lead to adverse health effects. Processed foods also contain more sodium than whole foods – about 75% of the sodium Americans ingest comes from processed foods. The major health risk associated with increased levels of sodium in the diet is elevated blood pressure, or hypertension, which if left untreated has the potential to lead to heart disease and stroke (CDC, 2016).

Natural Sugars vs. Processed (Refined) Sugars Sugar has been linked to dental problems, diabetes, and even cancer. Nonetheless, your entire body relies on sugar. Carbohydrates supply the much needed energy for your body’s vital functions. Think of carbohydrates as gas for your car. As there are different kinds of gas, and there are different types of sugars. Each one is treated and behaves differently within your body (Organics.org, 2015).

Natural sugars: Naturally-occurring sugars are found naturally in foods such as fruit (fructose) and vegetables (glucose) and are generally good for you and necessary for survival. Other natural sugars include sucrose, dextrose, and maltose.

Processed or refined sugars: Processed sugars are sugars that are modified, combined and processed by humans to make something with regular flavor and texture, such as white sugar, high fructose corn syrup, or molasses.

It’s much more difficult to eat too much fructose in 10 apples when compared to drinking 10 apples worth of fruit juice, as you’ll feel fuller sooner when eating the apples. When you pour too much gas in your car, it spills out of the gas tank. When your body gets overloaded with sugar, the liver can’t use it all, and it gets stored as fat, which is why we need to be cautious of eating too much sugar of any kind. Over time, this can have serious implications for your health. Eating the apples also carries health benefits, such as increased number of vitamins, minerals, and fiber.

Processed sugar can have many harmful effects on your body, including the following: • Wrinkles and ages your skin • Contributes to diabetes • Rots your teeth • Robs you of energy • Contributes to obesity • Weakens eyesight • Is addictive (similar to some drugs) • Contributes to cancer • Provides “empty calories” with no nutritional value

Processed sugars leave your body overwhelmed as most people fail to maintain the recommended levels. Just how much sugar do we eat? In 1822, the average American consumed 45 grams of sugar every five days. Now, Americans consume 153 grams of sugar every day. This equates to 17x more sugar each day today than in 1822. Why is that? Sugar is in almost every single processed food. The recommended amount of sugar is 36.5 grams a day for men and 25 grams a day for women (Global Healing Center, 1993).

In other words, natural sugars, which are found in fruits and vegetables, are good to eat consistently while processed or refined sugars, which are found in candy bars, some yogurts, canned vegetables, frozen dinners, ketchup, fruit juice, and many other products, should be avoided if possible. These products should be avoided because processed foods include many added sugars, so eating them would make it easy to overconsume sugar.

What Are Macronutrients? Macronutrients are nutrients that provide energy in the form of calories. You need nutrients for growth, metabolism, and other bodily functions. There are three types of macronutrients – fat, carbohydrates, and protein. Each macronutrient provides a certain number of calories per gram:

• Fat – nine calories per gram • Carbohydrates – four calories per gram • Protein – four calories per gram Source: McKinley Health Center, Feb 2014

Fat Contrary to popular belief, eating fat does not necessarily make you fat. Fat is an essential part of survival, and, according to the USDA, 20-35% of your daily calories should come from fat. Fat supplies energy, growth, and development; aids in absorption of vitamins (A, D, E, and K); provides cushioning for internal organs; and assists with the maintenance of cell membranes (McKinley Health Center, 2014). There are three types of fat – trans-fat, saturated fat, and unsaturated fat. 43

Trans-fats should be avoided as much as possible, as they cause an increased risk in heart disease. The other types of fats should be included as part of a healthy diet.

Examples of good fats you should include in your diet: • Nuts (cashews, walnuts, pecans, almonds) • Olive oil • Fats from animal products (eggs, beef) • Small portions of butter (not margarine) • Avocado

Carbohydrates This is the macronutrient we need in the largest amount. The USDA states that 45-65% of your daily calories should come from carbohydrates. Carbohydrates are an easily accessible source of energy or fuel; required for function of the central nervous system, kidneys, brain, and muscles (including the heart); necessary for energy storage; and needed for intestinal health and the elimination of waste (McKinley Health Center, 2014).

Examples of good carbohydrates to include in your diet: • Leafy greens (kale, spinach) • Legumes (navy, kidney, black, and soy beans; • Vegetables (cauliflower, broccoli, Brussels chick peas, black-eyed peas, and lentils) sprouts) • Quinoa (protein-enriched grain similar to rice) • Fruits (blueberries, strawberries, bananas, • Sweet potatoes apples) • Oatmeal • Small portions of whole grain or wheat breads and pastas

Examples of carbohydrates to avoid in Choice of carbohydrates your diet: • Baked goods (cakes and cookies) • White bread and white pastas • Candies and sugary sodas • Cupcakes, potato chips, cheese snacks, processed crackers (like Saltines) and candy bars

Protein Protein is a macronutrient responsible for growth, tissue repair, immune function, hormone and enzyme production, energy, and lean muscle mass. The USDA states that up to 35% of calories should come from consuming protein. When protein is consumed, the body breaks it down into amino acids, which are the building blocks of proteins. Essential amino acids are contained in animal-based proteins such as meat and fish. Plant sources of protein have some, but not all, essential amino acids, which is part of the reason eating a sufficient amount of protein can be difficult on a vegetarian diet (McKinley Health Center, 2014).

Examples of good protein to include in your diet: • Fish (salmon, tuna) • Lean poultry (chicken, turkey) Choice of protein • Lean beef • Dairy (whole fat milk, Greek yogurt, cheese) • Soy milk • Eggs • Nuts and seeds (peanuts, almonds, pistachios, sunflower seeds, mixed nuts, pumpkin seeds)

How Much Should I Eat of Each Macronutrient? Precision Nutrition has a few great suggestions to help create balanced meals. Use your hand to estimate the proper distribution of macronutrients.

(Andrews, Berardi, & St. Pierre, 2015)

5 Habits for Proper Nutrition Remember the goal of good nutrition is to help you feel your best. These 5 habits can help:

Habit 1: Eat slowly and stop when you are 80% full. Each meal should last at least 15-20 minutes. This allows you to realize when you’ve had enough. Stop eating when you are 80% full. This will allow you to stop when you are satisfied, not stuffed.

Habit 2: Eat protein dense foods with each meal. Protein is critical for helping you burn fat and build lean muscle. Goals are 1 palm-sized portion for women, and 2 palm-sized portions for men.

Habit 3: Eat vegetables with each meal. Veggies are loaded with vitamins, minerals and phytonutrients that improve health, prevent disease, and make you awesome. Goals are 1 fist-sized portion for women, and 2 fist-sized portions for men.

Habit 4: Eat some carb dense foods with most meals, especially after exercise. Carbs can be incredibly helpful if consumed appropriately, improving your energy and recovery, and keeping your hormones humming along nicely. Goals are 1 cupped handful for women, and 2 cupped handfuls for men.

Habit 5: Eat healthy fat dense foods with most meals. Healthy fats are necessary for your brain, eyes, hormones and more. Goals are 1 entire thumb for women, and 2 entire thumbs for men. (Andrews, Berardi, & St. Pierre, 2015)

Advertising and Marketing of Foods In the United States, the food and beverage industry spends nearly $2 billion per year marketing products to children and teenagers. Most of the advertising is for food products that are considered unhealthy by most experts (The State of Obesity, 2015). You may not even realize all of the advertising you are exposed to on a regular basis. Commercials, billboards, Internet ads, and radio are all ways that marketing reaches young people on a daily basis. Terms such as “reduced sugar,” “organic,” and “whole-grain” are thrown around when describing products – but are these items actually healthy for you? Rather than letting a company tell us if a food is healthy or not, we can determine this for ourselves by looking critically at the food itself and making a decision based on facts. Reviewing food labels is one way to accomplish this task.

Food Labels – What to Look For Ideally, eating whole foods means you don’t need to read many food labels. Foods in the produce section don’t carry labels, nor do most fresh meats. However, reading a food label can tell you the degree to which a food is processed and what nutritional value it contains. The U.S. Food & Drug Administration (FDA) determines what is required to be listed on the food label (U.S. Food & Drug Administration, 2015).

• Serving Size: The portion of food to Sample food label, low fat cottage cheese which the nutritional facts on the label apply. For example, you may see “one cup” or “two slices” on a label. Serving sizes can be deceptive and are often smaller than what we would actually want to eat. This affects our overall interpretation of the nutrition label. For example, a ½ cup serving of ice cream has 200 calories, but we are more likely to eat one cup, which is actually 400 calories.

• Calories: Calories are a unit of energy. Humans need calories to survive, but too many calories in one day will result in weight gain. Your caloric needs differ based on activity level, weight, height, and age. 48

• Sugar: Added sugar in its many forms (e.g., sucrose, fructose, dextrose, corn syrup, molasses) should be avoided.

• Ingredients: Arguably one of the most important parts of the food label. The ingredients list has everything that makes up the food – raw ingredients, added vitamins and minerals, and even chemicals. The list shows the ingredients in order of amount – the first listed ingredient makes up the bulk of the food, and the last listed ingredient is a smaller amount in comparison to the whole. That means that we want to see ingredients such as sugar lower on the list or not listed at all. The shorter the ingredient list, the less processed it is. Even foods marketed as “healthy” are not always such, something you can learn by looking at the ingredient list.

How Can You Examine a Food Label Practically?

1. Serving size: Read before you start so you don’t overeat!

2. Calories: Consider if you’re eating a snack or a meal and be sure that the number of calories you’re consuming daily is appropriate.

3. Sugars: Is it over eight grams? Consider the positives and negatives before consuming.

4. Ingredients: Are there a lot (see pizza rolls below) or just a few (see baby carrots below)? The fewer the ingredients, the better. Also, things like sugars or chemicals should be farther down the list or not on the list at all. Read the first few ingredients. These are what the food is primarily made of. If you don’t know what the ingredients are, you might want to consider eating something more natural. Totino's Pizza Rolls nutritional information

Baby carrots nutritional information

Hydration Why do we care about hydration? Simple – because most people do not drink enough water. According to a study conducted by the Centers for Disease Control, more than 50% of elementary and high school students studied were in a constant state of dehydration (Harris, 2015).

What does water do for the human body? The human body relies on water to digest food, transport nutrients in the blood, discard waste (urine), and cool down the body (sweat). The amount of water required each day varies by person, climate, and activity levels – athletic performance and cognitive function is diminished when dehydrated, so you should drink enough water to respond to thirst and limit symptoms of dehydration. No scientific evidence supports the “eight glasses per day” rule that is often quoted (Clark, 2015). Generally, if your urine is clear or pale yellow, you are adequately hydrated.

The easiest way to drink more water is to carry a refillable water bottle with you at all times and keep drinking! Many times, we often mistake thirst for hunger, so try drinking water first before reaching for a snack. Avoid sugary drinks such as soda, juice, sweetened coffee or tea, and sports drinks. Many drinks, like soda and juice beverages contain a lot of sugar – one can of soda has 35 grams of sugar!

Although sports drinks can replenish electrolytes after a hard workout, they have a large amount of processed sugars. Fruit, nuts, or seeds can supply those ever-mentioned electrolytes just as easily as Gatorade can. The difference is that enhanced beverages contain salt and sugar, which compel our bodies to feel thirsty and to drink more. No matter how many sports drinks you down, they will never quench your thirst the way water does. If you have the choice of drinking a sports drink or nothing, however, always choose the sports drink to remain hydrated.

Signs of dehydration include: • Thirst • Increased body temperature • Nausea • Dry skin • Muscle cramping • Darker-colored urine • Fatigue/weakness • Headaches • Dry mouth, nose, and eyes

Consuming more water can alleviate the above symptoms. If you experience more severe symptoms (muscle spasms, vomiting, dark urine, vision problems, loss of consciousness, kidney/liver problems), seek medical attention.

Nutrition and Fitness – How Does One Affect the Other? Athletes who eat a variety of whole foods will find that they feel better and have better success in workouts than those who do not. High quality foods are more easily digested and converted into energy and muscle than highly processed foods.

However, timing when you eat food will also directly impact your workout sessions. There is no “one-size-fits-all” approach to this, but there are some general guidelines that are smart to follow:

1. How much are you eating? Eat until you are satisfied but not stuffed.

2. How are you eating? Are you paying attention to the process of eating or trying to eat while doing a bunch of other things at the same time? Studies show that those who eat mindfully are more aware of their satisfaction and enjoy their meals more. 3. Why are you eating? Are you actually hungry, or are you bored, stressed, thirsty, or following the crowd? 4. What are you eating? Aim to eat mostly unprocessed foods. Are you consistently following the guidelines 1-4 above? If yes, continue on to #5 below. 5. When are you eating? If all the above are satisfied, then look to eat for increased performance – track your food intake, monitor what foods help you achieve better workout results, and time your carbohydrate intake around your workouts.

Timing the consumption of macronutrients can help peak performance, but only if you have the other important aspects of your food intake in order first (St. Pierre, 2015). For the typical person, concentrating on the #1-4 above is enough for overall health. If you are just beginning your health and fitness journey, start small. By changing little things – portion control, for example – you will start to see results and build confidence to continue your journey.

Habits for a Healthy Lifestyle The goal is to live a healthy lifestyle and eat in a way that fuels your daily activities. Creating new habits and making smarter choices can make this type of lifestyle sustainable and easy to continue throughout adulthood.

1. Plan. Know what you’re going to eat every day, and if necessary, pack these items with you. Having a plan will help you stay on track and not impulse-buy unhealthy items when you get hungry and can’t get home to eat. Buying frozen items (vegetables, fruit, and meat) can be a great option if you’re shopping less frequently. Many canned items (such as tuna) also last a long time on the shelf. Check the ingredient list to be sure there aren’t many unnecessary ingredients added. 2. Shop with a list of healthy foods. Create a list before shopping for food so you are not buying unplanned items. 3. Keep it simple. Recipes that are easy to prepare and cook will increase the likelihood of eating healthy at home or school instead of eating out. 4. Make smart choices when eating out. Skip the bread basket, drink water instead of soda, and ask if you can replace a carbohydrate-heavy side dish with a healthy item. 5. Stock up on healthy foods and snacks. When you are hungry, make healthy items your only option. 6. Don’t skip meals. If you become very hungry, you will be more likely to overeat. Remember that meals are your fuel for keeping you focused and successful during your day. 7. When in doubt, drink water. Thirst can often be mistaken for hunger, and most teenagers and young adults do not drink enough water daily. Carry a refillable water bottle with you at all times!

chapter 5: functional movement

What is Functional Fitness? Functional fitness is your body’s capacity to generate power to move itself and interact with the world around you. For our purposes, functional fitness is simply your body’s ability to do what it needs to do in life. Functional movements are natural patterns that allow our bodies to move heavy loads over long distances in a short amount of time.

Functional movements are “multi-joint,” which means they use many different parts of the body in one movement. For example, a squat utilizes the quadriceps, hamstrings, gluteus maximus, and some back and core muscles whereas the bicep curl focuses solely on training the bicep muscle.

If You Don’t Use It, You Lose It Our ancestors were forced to maintain a high level of functional fitness due to the demands of their lifestyle. In order to eat, they had to hunt or grow their own food. If they wanted to stay warm, they had to build their own houses and cut wood to burn. The advances of technology have removed most needs for physical labor. Rather than spending our days active and outdoors, we now spend much of our time sitting – in a car, at a desk, on the couch, or in front of a computer. While we may enjoy our video games, social media, and TV, research suggests that long periods of sitting can be as harmful to your health as smoking. Health experts refer to this effect as “sitting disease” (Starrett and Cordoza).

Sitting Disease Extended periods of time spent sitting or sedentary can lead to cardiovascular disease, certain cancers, decreased mobility, high blood pressure, diabetes, and/or depression. Increased sitting time is also associated with weight gain, and studies have found that individuals who spend more than four hours per day consuming screen-based entertainment had a 50% higher risk of death than those who consumed less than two hours.

If we want to fight the effects of aging and the negative consequences of the modern sedentary lifestyle, we must work to develop our functional fitness through functional movement training. Additionally, research has shown that short periods of light to moderate physical activity are not enough to offset the risks of sitting disease. Only high levels of moderate intensity physical activity have been shown to reduce the risks of sitting disease (Chau, et al).

The Ten Basic Physical Skills The ten basic physical skills, listed in below, are skills that are necessary for a person to be successful in sports and fitness. Workouts that include functional movements will train more than one of these skills.

Ten Basic Physical Skills Basic Skill Definition Exercises to Improve Skill Running; dancing; swimming; biking; Cardiovascular/respiratory The ability of body systems to gather, workout of five push-ups, 10 squats, and endurance process, and deliver oxygen 15 sit-ups repeated for 10 minutes Building distance into running, swimming, The ability of body systems to process, Stamina biking, increasing the amount of time or deliver, store, and utilize energy intensity of a workout The ability of a muscular unit, or Weight training with more weight and Strength combination of muscular units, to apply fewer reps force The ability to maximize the range of Flexibility Stretching, yoga, Pilates motion at a given point The ability of a muscular unit, or Squat jumps, repetitions, broad jumps, Power combination of muscular units, to apply cleans maximum force in minimum time The ability to minimize the time cycle of a Speed Squats, deadlifts, sprinting, interval training repeated movement The ability to combine several distinct Juggling, target practice, Olympic lifting, Coordination movement patterns into a singular distinct one-foot broad jumps, wall balls movement The ability to minimize transition time Speed ladder drill, plyometrics (jump Agility from one movement pattern to another training) The ability to control the placement of the Balance body’s center of gravity in relation to its Curl-ups, plank, one-foot jumps support base The ability to control movement in a given Throwing a ball at a target, jumping onto a Accuracy direction or at a given intensity box (CrossFit Randolph, 2013)

What are Functional Movements? Every time you pick up an object, carry a box, or sit on a chair, you are performing a functional movement. Functional movements are basic, multi-joint movements that move loads in the most efficient, or quickest, way possible. We perform these movements thousands of times per day as a part of our regular lives (CrossFit L-1 Training Guide, 2015).

Examples of functional movements are listed below. All functional movements include multiple muscle groups and can be linked to every day action items.

Functional Movement Examples Movement Muscles Worked Comparable To Quadriceps, hamstrings, gluteus maximus (butt), Sitting down or standing up from a seated Squat erector spinae (lower back), abdominals position Quadriceps, hamstrings, calves, gluteus maximus, Walking, stair climbing, or picking things up Lunge abdominals from the floor Gluteus maximus, quadriceps, adductor magnus Deadlift (inner thigh), hamstrings, erector spinae, trapezius Picking up an object from the floor (upper neck muscles) Rotator cuff (shoulders), deltoids, triceps, biceps, Putting an object up on a shelf or taking it Press trapezius down

Examples of non-functional movements are isolated movements, such as bicep curls or calf raises. These movements may have their place in certain fitness programs, but these movements use only one joint or muscle group at a time.

Functional Movement Vocabulary Throughout this document, we will use various vocabulary terms that relate to functional movement. It is important for you to know and be able to explain what these words mean.

• Cervical spine: the portion of the spine that reaches from the bottom of the head to the shoulders, also called the upper back • Cue: a correction that can be given verbally, visually, or by using an object or the hand to manually correct a movement • Extension: the act of making a muscle or joint longer or open • Fault: a piece of any movement done incorrectly • Flexion: the act of making a muscle or joint smaller or closed • Front rack position: supporting an object, such as a barbell, at your shoulders and over your center of mass • Lumbar spine: the portion of the spine from the bottom of the rib cage to the pelvis, also called the lower back • Negative repetition: performing the eccentric (often the second half) of a movement in a slow and controlled way to build strength or proficiency in the movement • Tactile: a type of cue, using the object or hands to manually correct a movement • Thoracic spine: the portion of the spine from the bottom of the shoulders to the rib cage, also called the mid- back • Unconditioned athlete: a new athlete who has little to no exposure to functional movement training

A Braced Neutral Spine The first step to performing functional movements safely and effectively is ensuring that your back is positioned correctly. Positioning yourself safely is an important foundation of any functional movement (Paoli and Sherbondy).

What does a braced neutral spine look like? As shown on the left, under “Neutral spinal position” below, your ribcage is balanced over your pelvis, your ears are aligned with your shoulders, and you are engaging your core to remain stable. This position should be maintained to ensure safety in almost all functional movements. The other two images shown represent positions that are unsafe and should be avoided.

Positions of the Spine

Maintaining a neutral spine is important for many reasons, including:

• The natural curves help cushion and protect the spine. • It is the optimal way to attain balance and proportion. • It places the least amount of stress on the body’s tissues. • It optimizes breathing and affects the circulation of bodily fluids. • It uses the least amount of energy to maintain a desired position. • It allows activation of the right muscles during the movement. Source: Team USA, 2013

Scaling Nearly every movement can be modified to require more or less power. Depending on the abilities of the individual athlete, movements should be adjusted so the movement is difficult enough to provide a stimulus for growth, but not so difficult to compromise safety. As an athlete gets stronger, they can advance to more challenging variations of the movement. This process of adjusting movements to match the abilities of an individual is called scaling. For example, if an athlete cannot maintain the braced neutral spine position during pushups, they might start out by practicing planks. Once the core is stronger, they would move on to more advanced variations like partial reps or negatives, and

eventually, to full pushups. The key to scaling is to find a variation of a movement that can be performed with perfect technique and training until the next movement in the progression can be executed safely (Starrett and Cordoza).

Basic Functional Movements The basic functional movements practiced daily in PE class will help students prepare for and pass the FitnessGram testing necessary for promotion. By practicing functional movements, the core, legs, and arms are strengthened, allowing for more success not only in daily functions, but also in the mile and push-up tests.

Squat There are four types of squats – air (bodyweight) squat, back squat, front squat, and overhead squat. The squat is an essential movement that not only improves your strength and athleticism, but will also improve the health of your joints and allows them to stay healthy for many years. The notion that squatting is dangerous for the body is incorrect – you must be able to squat to sit down or stand up from a chair. Proper Air Squat Form From an athletic perspective, the squat is a hip extension exercise, and hip extension is the foundation for efficient human movement. This hip extension, done with power, is essential for many other functional movements. (CrossFit)

Air Squat Step-by-Step Squat Instructions All athletes begin with learning the “air squat” – a squat using your own body weight. It is important to be able to perform an excellent air squat before adding weight and moving on to other types of weighted squats. An athlete is ready to move on to the weighted squat once the air squat is “mastered” – when both technique and performance are superior: that is, none of the points listed to the right are deficient, and quick, multiple repetitions are possible.

Common faults to look for include losing the lumbar (lower back) curve at the bottom of the squat, the hips not reaching a point below the knees, slouching in the chest and shoulders, looking down, lifting the heels, and not fully extending the hips at the top. Do not move on to the weighted squat if any of these faults are present.

Causes of the Bad Squat:

• Weak glutes/hamstrings: Without strength in these muscles, powerful hip extension is absent. • Lack of awareness/control/engagement of glutes/hamstrings: This is common in the unconditioned athlete and can take years to master.

• Attempt to squat with quads: Using the quads (muscles on the front of the legs) to lift the weight can hinder athletic performance. • Lack of flexibility: This contributes to losing lumbar extension, which is the worst fault of all. • Poor focus: The more you work on the squat, the more awareness you develop. The squat will only improve with high levels of effort on the part of the athlete.

Helping Athletes Develop a Safe Squatting Style All athletes should develop the ability to squat safely and efficiently. However, anatomy, flexibility, and ability levels will dictate adjustments in teaching and enable athletes to progress and participate fully.

Possible coaching cues include the following:

• Tell the athlete to take a deep breath before starting the motion. . This will help brace the upper and lower back. • Cue “sit back” so the athlete places weight in the heels. . If bodyweight is not in the heels, the athlete will lean forward. • Make sure the athlete squats so their hips dip below their knees and provide assistance to allow this to happen. . Changes that you could make include using light or no weight, squatting onto a box or medicine ball, or placing small weights underneath the heels to allow for ankle inflexibility. • Encourage pushing knees over the toes. . This can be achieved using an object or hands to provide a cue for the athlete, or squatting around an object such as a medicine ball. • On the way up, drive the chest upward (“stand like a superhero”) and exhale slowly, keeping weight in the heels. . Placing hands over the head against a wall or other object can help to keep the chest upright.

Weighted Squats Once an athlete has shown proficient technique in the air squat, a weighted squat can be taught. While a back squat is primarily practiced with a barbell, the front and overhead squats can be practiced with a barbell, kettlebells, or dumbbells, as long as faults are not present. As always, if weight cannot be used safely, then a bodyweight squat or PVC pipe should be used as an alternative.

Back Squat The bar/PVC starts in the rack and the athlete places Weighted Back Squat Form hands shoulder width apart on the bar. The athlete then moves under the bar, placing their upper back and shoulders underneath the bar. After taking a breath to tighten the abdominal and lower back muscles, the athlete stands up with the bar and takes two steps back away from the rack. The athlete then performs a squat as described previously. Watch the lower back and position of the chest, as added weight will increase the difficulty for these points of performance. The athlete will return

to the rack and place the rack on the bar safely before moving their body back in front of the bar and then removing their hands. Athletes should always ask a coach or instructor on the amount of weight to use and when it is appropriate to add weight.

Front Squat The bar/PVC starts in the rack, and the athlete places hands just outside shoulder width apart on the bar. The athlete then moves Front Squat Form under the bar, placing the bar on the shoulders against the neck. The bar should not be gripped in the hands but sit on the shoulders. The athlete takes two steps away from the rack before setting up for the squat. As with the back squat, the position of the lower back and torso will be more difficult under load. Using the cue “elbows up” on the descent and ascent will assist athletes in achieving the correct position. After completing the squat, the athlete walks back to the rack and places the bar safely in the rack before stepping away. The front squat has direct applications to the clean catch and the push press, as the front squat start position is the same.

Overhead Squat The overhead squat is a great tool for training the strength and stability of the core and shoulders, as well as improving the mobility and flexibility of the thoracic spine, ankles, and hips (Smith, 2015). The weight is held overhead, with hands placed in a wide grip, as the athlete performs a squat. The path of the weight overhead stays in the vertical plane – at no point should the bar come forward or backward.

The main determining factor when deciding whether an athlete is ready to perform an overhead squat is primarily whether they can perform a good air squat. A PVC pipe, towel, or other lightweight object can be used to practice the overhead squat movement without a safety risk. If an athlete demonstrates the ability to perform an overhead squat with a light object, weight can be added as long as the primary faults (loss of control, loss of lumbar extension, lack of elbow lockout, shallow squat depth) are not present.

Overhead Squat Form

Deadlift The deadlift is the safest, most efficient way to pull objects from the floor. This movement is used in everyday life – we pick up objects such as backpacks, grocery bags, and boxes. In the gym, a deadlift is often the starting point to beginning another movement – for example, you must deadlift a weight before bringing it to your shoulders. The deadlift recruits muscles in the glutes, hamstrings, core, and hips. Similar to the squat, you can deadlift a barbell, kettlebells, dumbbells, or other weighted objects as shown below.

Deadlift Form - With Barbell (top), and Step-by-Step Deadlift Instructions Kettlebell (bottom)

Scaling and Alternatives for the Deadlift If an athlete lacks flexibility to set-up appropriately, set the weight several inches higher than the floor, using blocks or a stack of weights, to allow the lumbar curve to be achieved. If weight cannot be lifted with proper technique (i.e., no rounding of back/shoulders), reduce the weight.

A sumo (wide stance) deadlift can also be used for a less Proper spinal alignment for deadlift flexible athlete. The setup of the feet is wider than the shoulders, and the hands are placed inside the knees. The hips drop slightly to allow for proper lumbar curve. This position visually is known as “angry gorilla” and can be used for less experienced/younger athletes before teaching the standard deadlift.

Source: CrossFit Downey (Jan 2012)

Common Faults and Corrections of the Deadlift Fault Why It Happens Correction Lack of flexibility or too much Practice a wide stance (sumo) or reduce Loss of lumbar curve weight weight

Weight on toes/forefoot Lack of awareness Shift weight to heels and pull bar into shins

Show athlete how to bring shoulders Shoulders behind bar Lack of awareness forward to bar Lack of awareness or lack of Cue athlete to lift shoulders and hips at the Hips rise first strength same time Cue athlete to lift shoulders and hips at the Shoulders rise first/bar hits knees Lack of awareness same time; consider tactile cue to correct bar path Ensure proper start position and cue bar Bar loses contact with legs/weight Lack of awareness or lack of staying on legs (“paint the legs with the moves in front of the body strength bar”)

Press The press series includes two lifts – the strict (military) press and the push press. Pressing is an exercise that strengthens multiple muscle groups – the deltoids, triceps, and abdominals (Dale, 2013). The push press recruits the hip flexors in addition to these muscle groups.

Strict Press As previously mentioned, the press uses the front squat starting position, also known as the front rack. The feet are positioned just outside hip width, which differs from the squat. The hips, shoulders, and heels should all be in line for maximum power. The athlete should have a firm grip on the bar or weight in order to maintain control as moves overhead. The elbows are in front of the bar and not touching the torso. The athlete is looking forward.

The athlete should follow these instructions, aligned to the images below, to complete a strict press:

1. Tighten every muscle in the lower part of the body. Pull the shoulder blades back. Set the lumbar curve. Tighten the core. Squeeze the glutes and quadriceps. Make sure the feet are “screwed” into the floor. 2. Take a deep breath to fill the lungs and holds the air in the chest. Initiate the bar movement by the shoulders. 3. As the bar moves upward, move the head out of the way of the bar to allow the bar path to remain straight. The lower part of the body remains motionless. 4. As the bar clears the head, move the head back into the neutral position. 5. The ending position of a press has the bar over the line of the heels, over the head, with elbows locked out and arms and wrists straight. 6. The bar should then descend in the same path, bringing the elbows down and forward, with the athlete absorbing the weight on the shoulders with a slight knee bend.

Strict Press Form

(My Protein)

Common Faults and Corrections of the Strict Press Fault Why It Happens Correction Cue the athlete to keep the core tight Arching the back to initiate Lack of strength and awareness and use their breath Instruct athlete to move head out of the Due to not moving the head or an way and look for faults in the front rack Bar going around the head incorrect setup in the front rack (elbows not in front of the bar/weight is most common issue) Due to the head not coming back in Instruct athlete to “push head through Finishing position not achieved line with the torso or the arms not the arms” with gaze forward and to lock straightening completely at the top the elbows out at the top

Push Press A close cousin of the press, the push press has many of the same attributes as the strict press. The main difference between the two movements is the use of hip power to propel the weight off the shoulders. Because

of this additional power, athletes should be able to push press approximately 30% more weight than they can strict press. The cues for this movement will be “dip, drive, press.”

The starting position of the push press is the same as the strict press. However, the first movement to initiate the push press is a slight “dip” or bend of the knees and hips – the knees push forward slightly, the hips move back slightly, and the chest stays upright. The next step is the “drive” – the hip extends rapidly and opens fully. Then, similar to the strict press, the head moves out of the way to allow the bar to move in a straight line overhead. The finishing position of the push press is exactly the same as the strict press (CrossFit L-1 Training Guide, 2015).

Common Faults and Corrections of the Push Press Fault Why It Happens Correction Instruct athlete to bend the knees and manually correct torso so that chest is upright or have Chest too forward athlete stand with back to a wall and “dip and Leaning forward in the dip drive,” keeping shoulders against the wall

Dipping too low Instruct athlete to use a shallower knee bend

Athlete starts press before Instruct athlete to practice taking two “dip-drives” Pressing early hip extends before pressing bar overhead Lack of strength or Pausing at the bottom of the dip Verbally cue athlete to move faster during the dip awareness

Clean The clean is an advanced movement that efficiently brings weight from the ground to the shoulders. It utilizes explosive hip extension to move weight quickly. The primary benefits to the clean exercise include core, abdominal, and lower back strength, as well as improved balance and coordination (Voza, 2015). The movement can be taught after athletes have demonstrated they can safely deadlift and easily identify a proper front rack position.

For teens, we will primarily focus on the hang power clean. Additional versions of the clean include the power clean (starting from the ground and ending in a shallow squat) and full clean (starting from the ground and ending in a full front squat). Instructions for the hang power clean are below:

1. The first step to the hang power clean is to deadlift the weight. The top of the deadlift is called the hang position. 2. The next step is to dip and shrug with straight arms. The dip is same dip used in the push press. 3. After the hips extend in the dip, the shoulders shrug up. 4. Once the shoulders have shrugged, the athlete will bring themself under the bar, dropping into a partial squat with knees in line with the toes. As the athlete catches the weight, they should have high elbows in the front rack position and have a tight mid-section with the eyes forward and the chest upright. 5. Finally, the athlete stands up, holding the front rack position with the chest upright. Once the hips are extended, the weight can be either returned to the hang position or then moved overhead in either a strict press, push press, or jerk. The jerk movement is not covered in this document.

Common Faults and Corrections of the Clean Fault Why It Happens Correction

Hips do not fully open Take athlete back to the “dip and shrug” before Lack of awareness allowing them to complete the clean Lack of shrug

Curling the weight (bar moves far Lack of awareness and lack Have athlete practice the movement in front of a out from body) of speed in achieving the wall or object that will block the weight from being Tossing the weight front rack position curled (CrossFit L-1 Training Guide, 2015)

Noble Physical Test – Push-Up Movement Standards The push-up and 1-mile run are part of the Noble Physical Test. The standards for the push-up should be enforced when teaching and testing the movement.

The push-up starts from a plank position. The hands are positioned underneath the shoulders, and the feet are positioned hip- width apart. The fingers are pointed forward with palms flat on the floor. The body should be straight – if viewing the body from the side, the hips should not be above the shoulder level, and the back should not be curved in an arch position. The mid-section is tight, and the head is neutral.

The body lowers by bringing the elbows back and tight to the body and shifting weight slightly forward onto the hands. The chest should lower such that the triceps are parallel with the floor in timing with the standard cadence (indicating that the athlete’s arms have reached at least 90°). The body should not rest at the bottom position – the body remains tight, the hips remain off the floor, and the back stays straight. The knees may not touch the floor. The body is then raised back up until elbows are straight. Again, the mid-section should not sag as the athlete pushes up, and the knees should not bend. Going slower or faster than the cadence is considered a fault.

During training, the movement can be scaled to allow athletes to build body strength and awareness to be able to pass the fitness test standards. It is not recommended to allow students to use their knees to scale. An athlete that uses their knees has a more difficult time performing a mechanically good push-upd (Starrett, 2013). A better option would be to place the hands on a box or a bench to decrease the amount of bodyweight being moved, while also training the athlete to use core musculature to stabilize their body as they go up or down.

Gym Safety Safety of all athletes should come first. While impossible to outline every possible situation, there are general guidelines that should be followed in order to keep every athlete safe when working out:

• Space: Every athlete should have space to freely move and not be in danger of bumping into or tripping over another athlete or materials. • Moving weights: When weighted objects are moving in space, keep in mind how athletes are configured. For example, during a kettlebell swing, no athlete should be in the direct line of a moving kettlebell, in case it accidentally slips out of an athlete’s hands. Set up barbell work in a way that weights do not move into other athletes’ working space. • Collars/clips: In gyms with barbells, collars or clips must always be used to secure weights on the bar. • Organization: The gym space must be organized in such a way that obtaining a piece of equipment does not pose a hazard. Clean up unused weights or equipment promptly and when asked. • Cleanliness: All equipment must be cleaned after use. • Injuries: All injuries are reported using Incident Reports and proper notification procedures. • Attire: Gym uniforms and appropriate athletic footwear are required. Jewelry should be removed, and long hair should be tied back. • Noise level: Instructions should be able to be heard clearly by all participants. If instructions are being given, equipment should be still, and athletes should be silent and at full attention. • Adding weight: The athlete will be given clear instructions on when to add or remove weight for a given movement. At no point should the athlete add additional weight without getting clearance from the coach or instructor.

Fitness as a Lifestyle Regular physical activity can help control your weight, reduce your risk of cardiovascular disease, reduce your risk for type 2 diabetes and some cancers, strengthen your bones and muscles, improve your mental health and mood, improve your ability to do daily activities, and increase your chances of living longer (Centers for Disease Control, 2015). There are many ways to incorporate fitness into your day and make it a habit that continues for the rest of your adult life.

Tips for a Fit Lifestyle

• Do something active every day. Ride your bike to the store, walk your dog, or play a sport with friends. • Incorporate variety into your routine. A well-rounded routine will be more effective than doing the same thing every time you are active. Switch between cardiovascular, weight-based, and stretching to test your fitness and avoid getting stuck in a fitness rut. • Join a fitness center or gym. There are community recreation centers and park districts available to local residents, and college campuses often offer fitness memberships to students. • Bring a friend. A friend can hold you accountable and keep you motivated. Working out with someone can also be more fun than working out alone. • Go outside. Exercise can be as simple as playing Frisbee, going on a nature hike, or just taking a walk. • Join a sport or class. Even if you are not competitive, participating in a recreational sport or taking a group fitness, yoga, or dance class is a great way to meet new people and stay active at the same time (Rutgers, 2011).

University Resources Staying active is even more important in college. In an unstructured environment, it is easy to fail to make time for fitness and health. A study conducted by Auburn University found that 70% of college students, both male and female, gained weight over a four-year college period (Gropper, Simmons, Connell, & Ulrich, 2012). In addition, exercise can improve your mental health. According a study in the American Journal of Health Promotion, “college students who exercised vigorously for 20 minutes at least three days a week were less likely to report poor mental health and perceived stress” (DeBenedette, 2013).

College students can access a variety of fitness-related resources at the university level:

• Student Recreation/Fitness Center • Sports Clubs • Recreational Sports Leagues • Student Health Services

If the fitness activity you’re looking for doesn’t exist at your school, look into starting your own club or group.

chapter 6: fitness leadership

Overview Leadership and the idea of NobleFit are aligned to create students who will work relentlessly to become the best they are capable of becoming while also encouraging others to work just as hard. NobleFit encompasses physical, mental, and emotional fitness. True victory comes from maximizing one’s own potential in all three categories, not just besting others.

In order to become your very best self, you must push yourself out of your “comfort zone” and into your “courage zone.” The comfort zone is a state in which you feel safe or without stress while the courage zone means you try new things without knowing if you will be successful.

“Before you are a leader, success is all about growing yourself. Noble Students in a PE Class When you become a leader, success is all about growing others.” –Jack Welch

A NobleFit leader who has adopted the leadership ideal will think win-win, rooting for classmates even in defeat. A NobleFit leader will mentor younger students who are experiencing high intensity functional exercise for the first time. A NobleFit leader will help alleviate the anxiety of incoming underclassmen and newcomers by helping them proactively recognize their fears, providing coping mechanisms explained in 7 Habits for Highly Effective Teens (Covey, 2004).

To become a NobleFit leader, a student must understand and apply the concepts of mental, emotional, and physical fitness into their daily lives, both in school and in the community.

All students, regardless of gender, race, ethnicity, or socio-economic background, have the ability to lead. In Physical Education classes across the network, there are already many students who are NobleFit and leading by example.

“Leadership is lifting a person’s vision to high sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal limitations.” – Peter Drucker

The Noble Pillars The Noble Network has three pillars: discipline, honor, and scholarship. Noble leaders strive to improve themselves in these areas on a daily basis. NobleFit leaders also strive to improve their physical, mental, and emotional fitness. The Noble Network pillars, as they relate to being NobleFit, can be defined as follows: Discipline: Training to act in accordance with rules; activity, exercise, or a regime that develops or improves a skill; the rigor or training effect of experience, adversity, etc. Honor: Honesty, fairness, or integrity in one’s beliefs and actions Scholarship: Academic study or achievement 71

7 Habits for Highly Effective Teens

Habit 1: Be Proactive Being proactive is more than taking initiative. It is accepting Noble Students Showing Sportsmanship responsibility for our own behavior and making choices based on principles and values rather than on moods or situations. Proactive people are agents of change and choose not to be victims, to be reactive, or to blame others. They strive to create change. Proactive Noble students think about how they will react positively to their fitness fears and future failures.

The Noble Athletic Conference promotes intentional sportsmanship in its athletes. Intentional sportsmanship requires a proactive mindset, in which Noble students are always ready to show respect for one another. Such displays, like picking up an opponent on the ground, shows a proactive and mature attitude. We are all Noble.

Reactive Versus Proactive Language Reactive Language Proactive Language I’ll try I’ll do it That’s just the way I am I can do better than that There’s nothing I can do Let’s look at all options I have to I choose to I can’t There’s got to be a way You ruined my day I’m not going to let you bring me down You embarrassed me You made a poor decision, but it doesn’t affect me

Character Traits of Reactive Versus Proactive People Victims (Reactive) People Proactive People Are easily offended by others Are not easily offended by others

Blame others for their lack of personal fitness Take responsibility for their personal fitness

Get angry and say things they’ll regret during fitness class Think about fitness culture before they act

Whine and complain when failure happens Bounce back when failure happens Take the proper steps for body-recovery quickly after Don’t treat their bodies well after challenging workouts challenging workouts Are passive and wait for things to happen to them Are assertive and always find a way to make it happen Focus on the things they can control and not the things Change only when their teacher or advisor forces them to they cannot control (Covey, 2004)

If one of your classmates falls to the ground during class, immediately encourage them to get back up and keep going. Do not laugh; do not look at others to see their reaction. Offer a helping hand if they need it, but never laugh, even if the students makes the reactive choice of laughing at themself. Being proactive in this situation encourages the other student to keep going.

Habit 2: Begin with the End in Mind Individuals, families, teams, and organizations shape their own future by creating a mental vision and purpose for any project. They do not just live day-to-day without a clear purpose in mind. They mentally identify and commit themselves to the principles, values, relationships, and purposes that matter most to them.

Noble students must pass a fitness and health test each school year to be promoted to the next grade level. As a way of beginning with the end in mind with your fitness, ask yourself the following questions: 1. By the end of the year, what fitness numbers do I hope to achieve? 2. Do I want to improve my body fat percentage or BMI? 3. What do I need to do to fuel my body better? 4. Can I visualize my highest level of mental, emotional, and physical fitness? 5. What will I feel like at the end of the school year?

In order to achieve success in each, goals must be set. Five keys to goal setting are shown below:

Five Keys to Goal Setting Key to Goal Setting Description Count the cost Create a list of changes that are necessary in your life in order to achieve your fitness goals

Put it to pen Write your goals on paper or type on a computer Commit to a fitter lifestyle and eliminate the distractions that keep you, your friends, and your Just do it family from achieving it Use momentous Beginnings of school years, weeks, months, and days give you the opportunity for a fresh start; moments use the momentum that exists with new beginnings to set your fitness goals Gather strength from your friends and family and be that same strength for them in return when Rope up they need it (Covey, 2004)

At the beginning of the school year, identify what your grade level, gender-specific fitness standards are. Once established, test yourself in the three fitness areas (one mile run/push-up/curl-up) to see where your current scores fall. Compare the two sets of data and make a plan to improve to where you need to be. Your goal can be different from the promotion standards – don’t limit yourself! Set a goal that seems ambitious. You should plan to work toward your goal on a regular basis (as often as daily). This means choosing clear action steps, like doing 50 push-ups a day, running for 30 minutes on the weekend, or eating a vegetable first at each meal. Remember, to see results, you must stick to your plan!

Habit 3: Put First Things First To put first things first, one must organize and execute around the mental creation of your purpose, vision, values, and, most important, priorities. The majority of people fall into one of the following categories:

Habits of the Procrastinator, Prioritizer, Yes-Man, and Slacker Procrastinator Prioritizer Yes-man Slacker Lacks work ethic and Is addicted to urgency (only Sets long-term and short- passion; no sense of Gets distracted easily works under pressure) term goals urgency regardless of the task Puts things off until the last Is susceptible to negative Wastes time on minute and then scrambles Plans ahead peer pressure unimportant items to complete the task

Has a hard time saying no Does not set goals or work Waits until there is an Is proactive in projects, to requests and wants to be to accomplish anything emergency relationships, etc. liked specific

Is likely to wait until April or Knows current fitness data Will allow fitness plans and Will never put forth full May to prepare for the and has a goal for the post goals to get disrupted easily effort in a fitness course fitness test fitness test Will likely use unhealthy methods of completing Consistently improves in all Lacks the strength to stay Struggles to live an active tasks (e.g., energy drinks areas of fitness on track lifestyle and all-nighters)

Your goal should be to practice the habits of the prioritizer, though most of us will exhibit other, less proactive habits at some point in our lives. A NobleFit leader, who displays characteristics of a prioritizer will keep things simple and well- planned out. When given assignments, they will be proactive in starting work on these. NobleFit leaders follow through on everything they commit to. They will consistently look to be the best they can be in the classroom, on the sporting field, and in their communities.

Habit 4: Think Win-Win When you reach a personal record for push-ups, how do you feel when your friend’s personal record is slightly higher? When you lose a hard fought game, do you blame coaches and referees for the loss as opposed to crediting the other team? Do you root against other fitness classes in your school, or do you hope that everyone does their best?

NobleFit students who think win-win will always show respect and admiration for the achievement of others. They don’t constantly compare themselves to others but choose to only worry about doing their very best. NobleFit students who think win-win go out of their way to encourage others to do their best, even if it means that another’s best is greater than their best.

Noble Sports Teams Practicing "Think Win-Win" Noble sports teams who think win-win will sincerely congratulate the winning team and do not blame others for the loss. NobleFit students who think win-win will not pout or walk away after a loss. They shake hands in a mature manner so as to credit the opposing team for a job well done. Even in the most difficult of defeats – a championship game – NobleFit students will honorably stand up and respect the winning team during the ceremony.

Habits of People Who Practice "Win-Win" Mentality Win-Win Losers Do their best no matter the day, environment, or Only do their best when a reward is possible or when competition they are playing against good competition Root for others to do their absolute best on the fitness Only root for people who will not best them on the tests fitness tests Sincerely wish other classes “good luck” on the Tell others how they hope certain classes don’t perform upcoming fitness competition well on the upcoming fitness competition Sincerely congratulate other teams with a good After losing, give the other team a poor handshake and handshake and may even give a shout-out to an then walks off to be alone because they “hate losing” opposing player that performed really well

Proactively speak positively about their competition Reactively speak negatively about their competition

Give credit to others first and don’t crave personal Hope for individual praise over team praise recognition (Covey, 2004)

Habit 5: Seek First to Understand, Then to be Understood There are many factors that cause a person to fear a lifestyle of fitness. Often, our lack of knowledge when it comes to exercise or healthy eating causes us to avoid the topic. As a NobleFit student, you are encouraged to prioritize fitness and make it a part of your school and home lifestyle. If a person in your life seems discouraged or apprehensive about changing their lifestyle, be a great listener first.

When we listen with the intent to understand others, rather than with the intent to reply, we begin true communication and relationship-building. Seeking to understand takes kindness; seeking to be understood takes courage. Effectiveness lies in balancing the two.

Five poor listening styles: 1. Spacing out (allowing your mind to wander) 2. Pretend listening (outwardly looking like you are listening, but not hearing what the person is saying) 3. Selective listening (listening to only certain parts of what the other person is saying) 4. Word listening (picking up on certain words or phrases) 5. Self-centered listening (hearing only what is interesting or relevant to you)

When listening to others discussing their fitness hurdles, goals, dreams, faults, etc., put yourself in their shoes, genuinely listen, and then provide constructive feedback when the time is right (Covey, 2002).

Habit 6: Synergize When a new student asks about the culture of your fitness class, what would you say? Do you mention teamwork, acceptance, or encouragement? What does it mean to be open-minded in a fitness class? If you use the word synergy to describe your fitness class, then chances are you have a class full of mature, dedicated, and team-oriented students, all working together to make one another better.

What is Synergy? Synergy (in Fitness) IS: Synergy (in Fitness) is NOT: Celebrating differences and understanding that all people Tolerating differences but refusing to find joy in the growth have different fitness abilities of others A community of teamwork and encouragement in which all Working hard by yourself and not worrying about positively are working together to help others become a little more affecting others NobleFit each day Open mindedness; being willing to want to try new Thinking you know everything; not being mature enough to exercises and techniques; taking feedback well take feedback or constructive criticism

Finding new and better ways to improve all areas of fitness Only wanting to do it your way Coaching others when needed while being willing to be Being un-coachable coached by others Verbally expressing your appreciation for others hard work Keeping your thoughts to yourself; feeling unworthy to tell and achievement somebody “good job”

In school, and throughout life, there will be many roadblocks preventing synergy. Three of the most common barriers are listed below:

Ignorance: When someone doesn’t know anything about a person’s life experience, personal hurdles or background, yet forms a strong opinion of them. In general, ignorant people have a lack of understanding for other people’s situations. In PE class, ignorance can surface in many ways. Ignorant people make positive or negative assumptions about a person’s fitness ability. In a class with synergy, students do not make assumptions – they simply work together in an open-minded way.

Cliques: These selective groupings occur when students form strong preferences for who they interact with most often and then prevent others from joining that group because of perceived differences. In a fitness class, cliques can happen when better athletes only prefer to work with one another. They can also happen when students choose to avoid interaction with others out of intimidation or fear. In a fitness class that displays synergy, students celebrate one another’s differences and go out of their way to support others in their fitness journey.

Prejudice: This is a disliking of something, someone, or a group based on preconceived notions and not actual reason or experience. In fitness, students who are ignorant to other cultures can have prejudices based on such characteristics as skin color, gender, or sexuality. It is also possible to find prejudice against students who are overweight or less passionate about fitness. Students act on their own prejudice by not treating others equally. A fitness class with synergy treats everyone with equal support, encouragement, and understanding.

Getting to Synergy (five-step action plan): 1. Define the problem or the opportunity 2. Their way: seek first to understand the ideas of others 3. My way: seek to be understood by sharing your ideas 4. Brainstorm: create new options and ideas 5. Highway: find the best solution (Covey, 2004)

Habit 7: Sharpen the Saw The seventh habit is about keeping yourself sharp so you can better deal with life. It means regularly renewing and strengthening four key dimensions of your life – your body, your brain, your heart, and your soul. Sharpening the saw allows you to execute the other six habits to the best of your ability. Without sharpening the saw, the trees of life become harder to cut down. We must sharpen our mental, emotional, and physical fitness levels as often as possible.

Means by Which to Sharpen the Saw Body Physical Exercise, eat healthy, sleep well, relax

Brain Mental Read, educate, write, learn new skills

Heart Emotional Build relationships, give service, laugh

Soul Spiritual Meditate, keep a journal, pray, take in quality media

Examples of Sharpening the Saw in Fitness Body (Physical) Brain (Mental) Heart (Emotional) Soul (Spiritual) Eat good food, especially a Read an exercise journal Keep fitness promises to Meditate great breakfast daily self Give up on a bad habit for Encourage others in their Travel Coach or serve others one week fitness journey Write notes of Bike Plant a vegetable garden Write a journal encouragement to others Tour a new fitness gym in Lift Weights Think win-win everyday Take a long walk the city Get enough sleep Visit a library Listen to others Read inspiring books Write a story, poem, or Make somebody feel Practice yoga Take deep breaths often song comfortable in class Give advice to younger Reflect on personal goals Play a sport Visit a museum students on how to prepare and fitness statements for class Participate in class Write a motivating letter to Meet with friends to Take walks discussion an incoming freshman discuss health and fitness Cook a healthy meal for Stretch Lead a class workout Speak to a fitness instructor your family Have a family discussion Schedule spiritual time for Try a new fitness class Read an uplifting book about fitness yourself (Covey, 2004)

Becoming a NobleFit Leader It takes a conscious effort and a lot of hard work to be a great leader. Great leaders work tirelessly day in and day out. Being a leader does not mean that you are always right or perfect. It means that you are a person who continually works to first make others better and then improve yourself. By making others better, you will in turn be better yourself.

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