Saint Louis University

SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS

Department of Physical Education

NAME: GWYNETH C. Reyes. SCORE:______________________

COURSE & YEAR: 1st.yr. BSAc. DATE: SEPT. 25

Using the format below, design your own healthy lifestyle plan by inserting the appropriate ideas that would work best for you. The
rubric will further guide you to complete the task properly.

HEALTHY LIFESTYLE CHOICE PLAN

THINGS TO DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6 DAY 7

CONSIDER
Diet and Avoid eating Limit eating Limit Limit eating Limit Limit eating
Nutrition instant or highly eating highly eating highly
processed processed highly processed highly processed
foods foods
processed foods processed foods
foods foods

Protein Eat foods Eat foods rich Eat foods rich Eat foods Eat foods
rich in in protein in protein like rich in rich in
protein like tofu or eggs. protein like protein like
tofu or eggs. tofu or tofu or
eggs. eggs.

Choose lower Choose low Choose Choose low Choose Choose low
fat or fat foods low fat fat foods low fat fat foods
unflavoured rather than foods rather than foods rather than
options
high fat rather than high fat foods rather than high fat
foods high fat high fat
 Saint Louis University
SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS
Department of Physical Education

foods foods foods

Vegetables Eat green Eat a variety Eat a Eat a variety Eat a Eat a Eat green
and leafy of vegetables variety of of vegetables variety of variety of and leafy
vegetables vegetables vegetables vegetables vegetables

Choose low Choose low Choose Choose Choose Choose low

fat foods fat foods low fat low fat low fat fat foods
rather than rather than foods foods foods rather than
high fat high fat foods rather than rather than rather than high fat
foods high fat high fat high fat foods
foods foods foods

Whole grain choose choose choose choose choose

foods whole-grain whole- whole-grain whole- whole-grain
options like grain options like grain options like
bread or
options like bread or options like bread or
pasta
bread or pasta bread or pasta
pasta pasta

Fruits Eat fruits rich Eat fruits rich Eat a Eat fruits after Eat fruits Eat a Eat fruits
in vitamin C in vitamin C variety of a meal after a variety of after a
fruits meal fruits meal

Stress Exercise Low- High-

Management intensity intensity
Exercises exercises
Yoga Do yoga Do yoga Do yoga Do yoga
stretches before after before
 Saint Louis University
SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS
Department of Physical Education

after waking going to waking up going to

up sleep sleep
Enjoy nature take a walk lay in the Feel the
outside grass breeze
outside
Set a sleep Sleep at 10 Sleep at 10 Sleep at 10 Sleep at 10 Sleep at 10 Sleep at 10 Sleep at 10
schedule am to am to am to am to am to am to am to
achieve 8 achieve 8 achieve 8 achieve 8 achieve 8 achieve 8 achieve 8
hours of
hours of sleep hours of hours of sleep hours of hours of hours of
sleep
sleep sleep sleep sleep

Listen to music dance with Sing your Sing and

the music favorite song dance to
the music
Behavior Goal Focus on Reduce Reduce Focus on
Modification studying and usage of usage of studying
Go to bed electronic electronic and Go to
Target at 10 pm to devices
devices bed at 10
Behavior: achieve 8 like cell
like cell pm to
Self- hours of phone and
monitoring sleep laptop phone and achieve 8
_____________ laptop hours of
sleep

Self monitoring Will self- Will self- Will self- Will self- Will self- Will self- Will self-
monitor by monitor by monitor by monitor by monitor by monitor by monitor by
writing in a writing in a writing in a writing in a writing in a writing in a writing in a
journal
journal journal journal journal journal journal

Support Talk with Discuss your My parents My parents My parents My parents My parents
 Saint Louis University
SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS
Department of Physical Education

family and plan with will always will advice will always will always will always
friends your family help and and remind help and help and help and
for support support me me on taking support me support me support me
to achieve decisions
to achieve to achieve to achieve
my
my my my dreams.
dreams.
dreams. dreams.

Affirmation Practice Practice Practice Deep Avoid Avoid Avoid

positive self- positive self- positive breathing to negative negative negative
talk and talk and self-talk control panic self-talk self-talk self-talk
attacks
compliment compliment and
yourself yourself complimen
t yourself

Reinforcement Buy fancy

clothes

Rubric for Healthy Lifestyle Choice Plan

Exceptional Good Fair Poor

(10pts) (8pts) (6pts) (4pts)
Nutrition Plan Daily eating plan was created with Daily eating plan was Daily eating plan was No information was
respect to calories, meals and created with some lacking information as given.
nutrients. respect to calories, requested.
meals and nutrients.
Suggest healthy food changes Suggest healthy food Suggested a few Make inappropriate
 Saint Louis University
SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS
Department of Physical Education

including adding more grains, fruits changes including healthy food changes suggestions or does
and vegetables, and limiting fat, adding more grains, and in the suggested not suggest a menu for
sugar and salt and in the suggested fruits and vegetables, menu for 1 meal to 1 meal that is more
menu for 1 meal to make it more OR limiting fat, sugar make it somewhat nutritious than the
nutritious and salt and in the more nutritious original
suggested menu for 1
meal to make it more
nutritious
Stress Stressors were identified with an Stressors were identified Stressors were identified. No sample training log
Management accompanied plan for with an accompanied No accompanied plan is included
Plan management. plan that was lacking for management was
information for given.
management.
Identified 3 or more stress Identified 2 stress Identified 1 stress No stress management
management technique provided in management technique management technique provided
the plan provided in the plan technique provided in
the plan
Behavior Identifies a clearly defined and Identifies a goal but Goal is not appropriate No clear goal is stated
Modification measurable goal for his/her plan some of the for a behavior
components are not modification plan.
clearly defined and Goals would not result
measured in a change of
behavior
Clearly states a behavior he/she State a behavior, but States behavior he/she No clear behavior is
wishes to increase or decrease that doesn’t clearly define wishes to change, but stated that will help
would help him/her meet his/her who is in control and either the behavior is meet his/her goal.
goal. The behavior must be under how the behavior not in his/her control, or Does not correctly
his/her control. The behavior must be change will be it is not measurable. incorporates support
stated in measurable terms. measured. Correctly Vaguely incorporates and accountability,
Correctly and clearly incorporates incorporates support support and strategies and
 Saint Louis University
SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS
Department of Physical Education

support and accountability, and accountability, accountability, reinforcement of the

strategies and reinforcement of the strategies and strategies and behavior
behavior reinforcement of the reinforcement of the
behavior behavior