Module 2 Healthy Living Project Page 1 of 12

Name: Kara Mathews Section: 78

Module 1: Healthy Living Check-In (75 points)

PART 1: Lifestyle Management Health Risk Inventory - 22 points

Complete the Lifestyle Management Health Risk Inventory (HRI). Once you have completed the HRI, you
will receive a Personal Health Report (PHR). Be sure to save this document as you will need to refer to it
in order to fully complete this Healthy Living Check-In. Using the results from your Personal Health
Report (PHR) for Health Risk Intervention, document your current strengths, concerns, and thoughts on
the recommendations. See the Grading Criteria, which follows each question, to understand how you
will be graded.

A. Current Strengths (3) from your Personal Health Report (PHR):

1. Active in Exercise
2. Active in Depression Prevention
3. Active in Sleep

GRADING CRITERIA

A. Personal Health Report (PHR) for Reported current strengths from the Did not report any current strengths
Health Risk Intervention Strengths PHR from the PHR
2 points 0 points

B. Current Concerns (3) from your Personal Health Report (PHR):

1. Healthy Eating
2. Consumption of Fruits and Vegetables
3. BMI is high

GRADING CRITERIA

B. Personal Health Report Reported current concerns from the PHR Did not report any current concerns from
(PHR) for Health Risk the PHR
Intervention Concerns
2 points 0 points

C. Personal Health Report (PHR) for Health Risk Intervention (HRI) Analysis - Recommendations:
 What are the recommendations you received from your Personal Health Report?
 Do you feel these recommendations are important to you? Why or why not?
 Using the box below, in a minimum of 100 words, reflect and discuss your thoughts on the
recommendations.
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(If you have questions about how to reflect, see “Writing a Reflection” in the Get Ready module or visit the KSU
Writing Center.)
According to my Personal Health Report, I am in the preparation stage for eating at least 4 and a half
cups of fruits and vegetables, and for healthy eating. I am in the action stage for stress management,
depression prevention, and sleep. The PHR recommends to consume at least 4 and a half cups of fruits
and vegetables and as much as I believe this is true to health, I also believe that this is very hard to do.
The PHR also recommends to use substitutes by replacing unhealthy habits with a healthy alternative
and I believe that if I do this and stick with this, I can move forward to the action stage, which is an
important goal for me by the end of this class.

GRADING CRITERIA

C. Personal Health (1) Included PHR recommendations Met 3 points Met 2 points Met 1 point Did not meet
Report (PHR) for (2) Provided whether of criteria of criteria of criteria any points of
Health Risk recommendations were important criteria
Intervention (3) Explained why recommendations
Analysis - were or were not important
Recommendations (4) Met the word count

10 points 8 points 6 points 4 points 0 points

D. Personal Health Report (PHR) for Health Risk Intervention (HRI) Analysis – Action Steps:
How will you use these recommendations to maintain your current strengths or improve your current
concerns?
 Provide 3 specific action steps/behaviors and explain in detail how you will implement these
recommendations. Action steps must be expressed using action verbs.

1. To move forward in the action stage of healthy eating, I will replace unhealthy choices with
healthy substitutes.
2. To consume more fruits, I will buy more fruits at the grocery store rather than chips and other
unnecessary junk foods.
3. To better prepare myself for healthy eating, I will prepare smaller portions.

GRADING CRITERIA

D. Personal Health Provided 3 specific Provided 2 specific Provided 1 or Provided 1 or Did not provide
Report (PHR) for action steps and action steps and more action steps more action steps any action steps
Health Risk explained in detail explained in detail on how to use the on how to use the on how to use the
Intervention how to use the how to use the recommendations recommendations recommendations
Analysis – Action recommendations recommendations to maintain to maintain
Steps to maintain to maintain current strengths current strengths
current strengths current strengths or improve or improve current
or improve or improve current concerns, concerns, but the
current concerns current concerns but details were action steps were
missing not appropriate
10 points 8 points 6 points 4 points 0 points

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PART 2: Goal Setting & Action Plan - 53 points

Throughout this semester, and the Healthy Living Project, you will be focusing on a specific wellness-related
behavior or concern that you would like to address. It’s important to start this process with a well-written goal,
something to work toward achieving by the end of this semester. Once you have created a Semester-Long
SMART Goal, you will work on an Action Plan. The Action Plan should consist of various action steps you will
take to assist you in reaching your overall Semester-Long SMART Goal. Envision the Action Plan as your
stepping-stones to successfully achieving your goal!

E. Write a Semester-Long SMART Goal:

Based on your HRI results and above reflection, write a Semester-Long SMART Goal.
 This goal should be:
o Stated in one-sentence
o Target ONE WELLNESS-RELATED BEHAVIOR/CONCERN that you WILL work on
changing or improving throughout the semester.
 In choosing your target behavior, review your areas of concern from your Personal Health
Report and consider a behavior that is important and relevant to you.
 Your Semester-Long SMART Goal should follow the SMART(ER)* format (See Chapter 2). See
example below.
EXAMPLE: This is a non-wellness related example. This is provided as an example of a goal that follows all SMART criteria.
Do not include any part of the example in your completed Healthy Living Check-In. The SMART Goal you submit must be
wellness-related.
SMART Goal Example: I will apply for six marketing internships in the next two weeks.

Your Semester-Long SMART* Goal:

I will better myself and my health before the end of the semester by eating healthier with meal planning and
preparation and obtaining enough sleep by making a schedule so that I can spend a certain amount of time
on my school work and still make it to bed in time to get enough sleep.

*SMART is the foundation of the SMARTER concept.

 Please use the SMART components in writing your one sentence Semester-Long SMART Goal.
(S- Specific/M- Measurable/A- Action-Oriented/R- Realistic/T- Time-Bound)
 As you develop your Action Plan to reach your goal, keep the last 2 elements of the SMARTER acronym
(E-Evaluate and R-Revise) in mind. Part of this project will give you the opportunity to evaluate your
goal and make revisions.
GRADING CRITERIA

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E. Semester-Long Included one- Included one- Goal targets one Goal misses 3 or Did not include
SMART Goal sentence goal that sentence goal that wellness-related more components of Semester-Long
targets one targets one behavior/concern but SMART criteria OR SMART Goal
wellness-related wellness-related misses 2 components goal is not
behavior/concern behavior/concern of SMART criteria OR expressed in 1
and includes all but misses 1 goal is not expressed sentence
SMART criteria component of in 1 sentence OR goal includes
SMART criteria OR goal includes more more than one
than one target target
behavior/concern behavior/concern

10 points 8 points 6 points 4 points 0 points

F. Semester-Long SMART Goal Dissection:
Justify how your Semester-Long SMART Goal meets the SMART criteria.

 Complete this table using your Semester-Long SMART Goal stated above.

SMART Element Sample SMART Goal: I Your Semester-Long SMART Goal

will apply for six Dissection Details
marketing internships
in the next two weeks.
Marketing internships Meal planning and schedule
What makes your goal Specific?
Six applications – I am Spending a certain amount of time on school
What makes your goal measuring the work
Measurable? quantity/amount.
I will apply – This is I will take action by bettering myself and my
What makes your goal Action- my action. health.
Oriented?
This is a realistic It Is realistic for me to meal plan and make a
What makes your goal Realistic? amount of applications schedule for my school work.
based on my time
frame. It is realistic for
me to complete 3 per
week.
I will complete this I will complete this by the end of the semester
What makes your goal Time- within the next two
Bound? weeks.

GRADING CRITERIA

F. Semester- Provided accurate Provided accurate Provided accurate Provided accurate Did not provide
Long SMART dissection details dissection details dissection details dissection details dissection details
Goal Dissection for all 5 SMART for 4 of the SMART for 3 of the SMART for 2 of criteria for SMART goal
goal criteria goal criteria goal criteria SMART goal criteria OR only
criteria included 1
dissection of
SMART criteria
6 points 4 points 3 points 2 points 0 points

G. Perceived Barriers:
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You may experience setbacks throughout the process of changing or improving your target
behavior/concern. Once you have identified perceived barriers you may face, it is important to
determine how you will address them.

 Identify 3 PERCEIVED BARRIERS that may hinder you from reaching your Semester-Long
SMART Goal.
 For each of the barriers, provide a DETAILED EXPLANATION for WHY these perceived barriers
may hinder you from reaching your Semester-Long SMART Goal.
 For each perceived barrier you identify, describe SPECIFIC ACTION STEPS you will implement
to overcome that barrier. Action steps must be expressed using action verbs.

See example below:

EXAMPLE: This is a non-wellness related example. Do not include any part of the example in your completed Healthy
Living Check-In. Please note: The words in blue font indicate examples of action verbs. When completing your Healthy
Living Check-in, be sure to use suitable action verbs.

1. Perceived barrier: Time

Explanation of perceived barrier: I have a heavy course load with a lot of projects due at midterm. It will be hard to budget
time to fill out applications.
Action step to overcome barrier:
Example a. I will set aside 3 hours this weekend to update my resume.
Example b. I will schedule a meeting with my advisor to get internship recommendations next week.
Example c. I will set aside one hour each day after the meeting to apply for the internships she recommends.

2. Perceived barrier: Parents

Explanation of perceived barrier: My parents don’t see the value of doing an unpaid internship. They are pressuring me to
get a paid job even if it is not in my future field.
Action step to overcome barrier: I will talk with my advisor to get information on the importance of internships for getting
hired after graduation. I will share this with my parents and ask for their support.

3. Perceived barrier: Transportation

Explanation of perceived barrier: My car is old and unreliable so getting to interviews could be a problem.
Action step to overcome barrier: I will research public transportation options and discuss with my brother the option of
borrowing his car for an interview if my car is in the shop.

Perceived barrier #1: Laziness.

Explanation of perceived barrier #1: When I am tired or stressed, I become lazy.

Action step to overcome barrier #1: Instead of being lazy, I will be proactive.

Perceived barrier #2: Time.

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Explanation of perceived barrier #2: Sometimes it seems like there is just not enough time in the day

Action step to overcome barrier #2: I will not procrastinate and waste valuable time.

Perceived barrier #3: Junk Food

Explanation of perceived barrier #3: Instead of taking the time to meal prep, I may resort to junk
food.
Action step to overcome barrier #3: I will make sure to set a strict diet plan and stick to it.

GRADING CRITERIA

G. Perceived Reported at least 3 Reported at least 2 Reported at least 1 No barriers included

Barriers perceived barriers barriers barrier
3 points 2 points 1 point 0 points
G. Provided a detailed Provided an Provided a vague Provided response, Must not have
Explanation explanation for explanation for explanation for but response did reported perceived
of Perceived why the perceived why the perceived why the perceived not explain why the barrier OR No
Barrier barriers may barriers may barriers may perceived barrier explanation
hinder reaching hinder reaching hinder reaching might hinder provided
Semester-Long Semester-Long Semester-Long reaching Semester-
SMART Goal for all SMART Goal for all SMART Goal for at Long SMART Goal
3 perceived 3 perceived least 2 perceived for at least 1
barriers barriers, but barriers perceived barrier
explanation was
not detailed
6 points 4 points 3 points 2 points 0 points
G. Included Included Included Provided action Must not have
Overcoming descriptions of 3 descriptions of 2 description of 1 steps, but action reported perceived
Perceived specific action steps specific action steps specific action step steps were not barrier OR No
Barrier to implement to to implement to to implement to appropriate for action steps
overcome each overcome each overcome identified perceived provided
identified perceived identified perceived identified perceived barrier
barrier barrier barrier
6 points 4 points 3 points 2 points 0 points

H. Action Plan:
Planning is key! As stated in Chapter 2, once you have a handle on your SMART-ER goal(s), the process
does not end there. The next step involves a detailed action plan that will map out the SMART goal

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journey. The goal is only accessible in your mind right now, but the action plan will provide you with
today’s steps to reach tomorrow’s goal. You have to be just as focused on the journey as you are on the
prize. How do YOU plan to achieve your Semester-Long SMART Goal?
 IDENTIFY 3 SPECIFIC ACTION STEPS you will take this semester that will assist you in
achieving your goal. Action steps must be expressed using action verbs. (See example in
Chapter 2.)

1. I will plan my meals at the beginning of the week and eat healthier snacks and meals.

2. I will set a schedule for times to work on my school work and not procrastinate through the day so
that I can still make it to bed at a certain time.

3. I will make sure that I get enough sleep so that I am never sleep deprived or lacking of sleep.

GRADING CRITERIA

H. Action Identified 3 specific Identified 2 specific Identified 2 or more Identified 1 action Did not identify any
Plan action steps and action steps and steps but did not step that will assist action steps to
provided detailed provided detailed provide detailed in reaching the assist in reaching
explanation how the explanation how the explanation on how Semester-Long the Semester-Long
steps will assist in steps will assist in the steps will assist SMART Goal SMART Goal
reaching the reaching the in reaching the
Semester-Long Semester-Long Semester-Long
SMART Goal SMART Goal SMART Goal
10 points 8 points 6 points 4 points 0 points

I. Stage of Change:
Remember, change is a process, not a single event! This is something you will be working through
during this entire semester.
 Identify your current Stage of Change for the behavior/concern addressed by your
Semester-Long SMART Goal.

Choose one:

Contemplation X Preparation Action Relapse

Note: Pre-contemplation is not an option here because if you have identified your goal, you are at least at
the Contemplation stage. Maintenance is not an option here because this project requires you to focus on a
behavior you want to change or improve.

GRADING CRITERIA

I. Stage of Change Included Stage of Change Did not identify a Stage of Change OR Included
more than one Stage of Change

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2 points 0 points

J. Support
Now that you have determined your Semester-Long SMART Goal and created your Action Plan, it’s
important to identify sources of support. Who and what will be supporting you throughout this
process? As stated in Chapter 2, support is a critical factor for behavior change success.

 Refer to Table 2.4 in the textbook

 Select one of the four Types of Support (Construct) you will utilize throughout the Healthy
Living Project
 Then identify one specific source of support you plan to use (person, business, service,
resource, website, online tool, app, etc.)

Type of Support Source of Support

(Construct)
Emotional My roommates that I currently live with.

GRADING CRITERIA

J. Support - Correctly selected one of the four Identified a type of support, but Did not select a type of support
Construct Types of Support as listed in was not listed in Table 2.4
Table 2.4
3 points 1 point 0 points

J. Support - Correctly identified a source of Identified a source of support, Did not identify a source of
Source support for the type selected but source was inappropriate support
3 points 1 point 0 points

K. Rewards
Part of setting your SMART Goal is making it realistic. You want to be successful in achieving your goal!
 List at least one reward YOU WILL GIVE YOURSELF if you achieve your Semester-Long
SMART Goal. You may choose to reward yourself periodically throughout the semester or at the
end of the semester. When identifying your reward(s), consider what will motivate you to stay
on track and make healthy decisions. While there are certainly benefits to you achieving your
goal, you should choose something other than achieving your goal as a reward!

I will reward myself with a shopping trip if I achieve my semester-long SMART goal.

GRADING CRITERIA

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K. Rewards Identified at least one Identified inappropriate reward Did not identify a reward
appropriate reward
2 points 1 point 0 points

THIS COMPLETES MODULE 1 HEALTHY LIVING CHECK-IN

SEE A REVIEW OF ALL GRADING CRITERIA STARTING ON NEXT PAGE

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Module 1: Healthy Living Check-In Grading Criteria (75 points)

PART 1: Lifestyle Management Health Risk Inventory - 22 points

A. Personal Health Reported current Did not report
Report (PHR) for strengths from the any current
Health Risk PHR strengths from
Intervention the PHR
Strengths
N/A N/A N/A 2 points 0 points
B. Personal Health Reported current Did not report
Report (PHR) for concerns from the any current
Health Risk PHR concerns from
Intervention the PHR
Concerns
N/A N/A N/A 2 points 0 points
C. Personal Health (1) Included PHR Met 3 points of Met 2 points of Met 1 point of Did not meet
Report (PHR) for recommendations criteria criteria criteria any points of
Health Risk (2) Provided criteria
Intervention whether
Analysis - recommendations
Recommendations were important
(3) Explained why
recommendations
were or were not
important
(4) Met the word
count
10 points 8 points 6 points 4 points 0 points

D. Personal Health Provided 3 specific Provided 2 specific Provided 1 or Provided 1 or more Did not provide
Report (PHR) for action steps and action steps and more action action steps on any action steps
Health Risk explained in detail explained in detail steps on how to how to use the on how to use
Intervention how to use the how to use the use the recommendations the
Analysis – Action recommendations recommendations recommendation to maintain current recommendatio
Steps to maintain current to maintain current s to maintain strengths or ns
strengths or strengths or current strengths improve current
improve current improve current or improve concerns, but the
concerns concerns current action steps were
concerns, but not appropriate
details were
missing
10 points 8 points 6 points 4 points 0 points

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Module 1: Healthy Living Check-In Grading Criteria (75 points)

PART 2: Goal Setting & Action Plan - 53 points

E. Semester- Included one- Included one- Goal targets one Goal misses 3 or Did not include
Long SMART sentence goal that sentence goal that wellness-related more components Semester-Long
Goal targets one wellness- targets one behavior/concern of SMART criteria SMART Goal
related wellness-related but misses 2 OR goal is not
behavior/concern behavior/concern components of expressed in 1
and includes all but misses 1 SMART criteria OR sentence
SMART criteria component of goal is not OR goal includes
SMART criteria expressed in 1 more than one
sentence target
OR goal includes behavior/concern
more than one
target
behavior/concern

10 points 8 points 6 points 4 points 0 points

F. Semester- Provided accurate Provided accurate Provided accurate Provided accurate Did not
Long SMART dissection details for dissection details dissection details dissection details provide
Goal Dissection all 5 SMART goal for 4 of the SMART for 3 of the SMART for 2 of criteria dissection
criteria goal criteria goal criteria SMART goal details for
criteria SMART goal
criteria OR
only included 1
dissection of
SMART criteria
6 points 4 points 3 points 2 points 0 points
G. Perceived Reported at least 3 Reported at least 2 Reported at least No barriers
Barriers perceived barriers barriers 1 barrier included
N/A 3 points 2 points 1 point 0 points
G. Explanation Provided a detailed Provided an Provided a vague Provided Must not have
of Perceived explanation for why explanation for why explanation for why response, but reported
Barrier the perceived the perceived the perceived response did not perceived
barriers may hinder barriers may hinder barriers may hinder explain why the barrier OR No
reaching Semester- reaching Semester- reaching Semester- perceived barrier explanation
Long SMART Goal for Long SMART Goal Long SMART Goal might hinder provided
all 3 perceived for all 3 perceived for at least 2 reaching
barriers barriers, but perceived barriers Semester-Long
explanation was not SMART Goal for at
detailed least 1 perceived
barrier
6 points 4 points 3 points 2 points 0 points
G. Overcoming Included descriptions Included Included Provided action Must not have
Perceived of 3 specific action descriptions of 2 description of 1 steps, but action reported
Barrier steps to implement specific action steps specific action step steps were not perceived
to overcome each to implement to to implement to appropriate for barrier OR No
identified perceived overcome each overcome identified identified action steps
barrier identified perceived perceived barrier perceived barrier provided
barrier
6 points 4 points 3 points 2 points 0 points

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Module 1: Healthy Living Check-In Grading Criteria (75 points)

H. Action Plan Identified 3 specific Identified 2 specific Identified 2 or more Identified 1 action Did not
action steps and action steps and steps but did not step that will identify any
provided detailed provided detailed provide detailed assist in reaching action steps to
explanation how the explanation how the explanation on how the Semester- assist in
steps will assist in steps will assist in the steps will assist Long SMART Goal reaching the
reaching the reaching the in reaching the Semester-Long
Semester-Long Semester-Long Semester-Long SMART Goal
SMART Goal SMART Goal SMART Goal
10 points 8 points 6 points 4 points 0 points
I. Stage of Included Stage of Did not
Change Change identify a Stage
of Change OR
Included more
than one Stage
of Change
N/A N/A N/A 2 points 0 points
J. Support - Correctly selected Identified a type Did not select a
Construct one of the four of support, but type of support
Types of Support as was not listed in
listed in Table 2.4 Table 2.4

N/A N/A 3 points 1 point 0 points

J. Support - Correctly identified Identified a Did not

Source a source of support source of support, identify a
for the type selected but source was source of
inappropriate support
3 points 1 point 0 points
K. Rewards Identified at least Identified Did not
one appropriate inappropriate identify a
reward reward reward
N/A N/A 2 points 1 point 0 points

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