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CHAPTER 6
WEIGHT MANAGEMENT
OBJECTIVES
▪ Recognize myths and fallacies regarding weight management.
▪ Understand the physiology of weight control.
▪ Become familiar with the effects of diet and exercise on resting metabolic rate.
▪ Recognize the role of a lifetime exercise program in a successful weight management program.
▪ Learn to write and implement weight reduction and weight maintenance programs.
▪ Identify behavior modification techniques that help a person adhere to a lifetime weight maintenance
program.
I. INTRODUCTION
A. Obesity
1. A point at which excess fat can lead to serious health problems.
2. A body mass index (BMI) of 30 or greater.
3. Results from physical inactivity and poor dietary habits.
4. Is becoming an epidemic (Figure 6.1).
a. About 35% of the adult population in industrialized nations is obese.
b. Approximately 30 million Americans are obese.
c. In 1990, there were no states that reported an obesity rate above 15%. By the
year 2009, only Colorado and the District of Columbia had obesity rates below
20 percent. Thirty-three states had a rate of 25% or greater with nine of those
states above 30%.
5. Prevalence is higher in African Americans and Hispanic Americans.
6. The estimated cost of obesity-related disease is $117 billion each year.
7. Is a risk factor for:
a. Coronary heart disease (CHD).
b. Hypertension.
c. Congestive heart failure.
d. High blood lipids.
e. Atherosclerosis.
f. Stroke.
g. Thromboembolitic disease.
h. Varicose veins.
i. Type 2 diabetes.
j. Osteoarthritis.
k. Gallbladder disease.
l. Sleep apnea.
m. Asthma.
n. Ruptured intervertebral discs.
o. Arthritis.
p. Certain cancers (14% and 20% of all cancer deaths in men and women,
respectively).
q. Psychological maladjustment.
r. Accidents.
8. Extremely obese individuals have worse mental health related to quality of life.
B. Overweight
1. People who are 10–20 pounds over the recommended weight are not obese.
2. People who have a few extra pounds of weight but are otherwise healthy may not be at
higher risk for disease and early death.
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C. Obesity
1. Individuals who are 30 or more pounds overweight during middle age lose about 7
years of life.
a. This decrease is similar to that seen with tobacco use.
b. Severe obesity at a young age may cut up to 20 years of life.
2. The primary objective is to attain recommended body composition.
a. These people can improve their quality of life and decrease their risk of disease.
Critical Thinking: Do you consider yourself overweight? If so, how long have you had a weight problem, what
attempts have you made to lose weight, and what has worked best for you?
b. Sleep deprivation appears to be conducive to weight gain and may interfere with
the body’s capability to lose weight.
2. Current obesity and sleep deprivation data point to a possible correlation between
excessive body weight and sleep deprivation.
a. About 68% of the U.S. population is overweight or obese.
b. About 63% of Americans report that they do not get eight hours of sleep per
night.
3. Individuals who get less than six hours of sleep per night have a higher average BMI
compared to those who average eight hours of sleep.
4. Researchers believe that lack of sleep disrupts normal body hormonal balances.
a. Ghrelin and leptin are two hormones that play a critical role in weight gain and
weight loss.
b. Ghrelin stimulates appetite; the more ghrelin, the more you want to eat.
c. Leptin lets the brain know you are full; the more produced, the less you want to
eat.
d. Sleep deprivation elevates ghrelin levels and decreases leptin levels, which leads
to weight gain and keeps you from losing weight.
F. Monitoring Body Weight
1. A most critical component to lifetime weight management is to regularly monitor your
body weight.
a. Regularly monitoring your weight allows you to make immediate adjustments if
your weight increases and stays there for several days.
Critical Thinking: What behavioral strategies have you used to properly manage your body weight? How do you
think those strategies would work for others?
CHAPTER 6
WEIGHT MANAGEMENT
STUDENT ACTIVITIES
Since the Internet is very popular with students, provide them with an opportunity to become involved outside of
classroom time.
1. Post discussion for students to answer.
2. Establish a Chat Room with specific topics to be discussed by students.
3. Create a time for students to “Ask the Professor” in a live Chat Room format.
PROGRESS REPORTS
Give simple prospective and retrospective quizzes to keep students reading and thinking.
1. Put multiple-choice, true–false, or short answer questions on a half-sheet of paper.
2. This requires students to make a commitment to some controversial choices.
3. Use the questions as an outline for topics of the day.
1. Ask for a show of hands of those who can control their body weight.
2. Then ask them how they do it.
3. Respond by saying that they were actually only controlling certain behaviors. How the body responds is
beyond control.
4. So, the key to weight management is knowing which behaviors (that we can control) will result in the
desired results. Unfortunately, some bodies do not respond the way we wish or the way other bodies
respond!
1. Ask what behaviors are necessary to lose in order to maintain a healthy body weight.
2. Then ask students to identify who in the world is exempt from this challenge. Is it the person who is 100
pounds overweight? Is it the average college student? Is it the world-class athlete?
3. No, we are all in the same boat. We all must follow what we think are healthy eating and activity behaviors.
4. Some of us have “arrived,” and we must continue these behaviors to maintain our status.
5. Some of us are striving to change, but the behaviors are very similar to those who have “arrived.”
1. Ask students what the average American does to lose weight. Of course, it is dieting.
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2. Develop the concept of caloric balance. From a zero balanced state, a negative caloric balance is
established by taking in fewer calories or by expending more calories.
3. The average American understands this but employs the least successful strategy—taking in fewer calories.
4. Exercise supports the freedom to eat what the body needs for efficient functioning; eating what the body
needs fuels the ability to exercise.
5. These are mutually supporting behaviors.
6. The average American must find a way to discipline exercise behavior, rather than discipline dieting
behavior.
7. The result is a body that works well 24-7 in a healthy eating environment. The alternative is a body not
working very well 24-7 in a deprived eating state with the unavoidable result of failure to meet the weight
loss goal.
1. Ask why diets do not work (why they yo-yo). The answers are not very funny.
2. Dieters underestimate caloric intake and slightly overestimate caloric output.
3. Low-carbohydrate diets (most, if not all, are low in carbohydrates) result in water loss from depleted
glycogen and reduced muscle mass (activity levels drop; protein is used as much or more than fat for
energy). The dieter believes progress is made.
4. The dieter must eat carbohydrates eventually, adding water weight back.
5. If the dieter does not gain back muscle with exercise, the basal metabolic rate (BMR) stays lower.
6. Now the negative caloric balance needed to lose fat is harder to accomplish.
1. Discuss the accuracy problems inherent in the height–weight table, girth, and BMI techniques.
2. Review what is better to measure than body weight to determine appropriate body composition (fat and
lean weights).
3. Introduce the recommended body weight equation from Activity 2.2.
4. Help students realize that it is the individual who decides recommended body weight by selecting desired
body fatness (after accurate actual body fatness is estimated).
5. Go through an example as students determine their own recommended body weight.
1. Assign a project to determine the extent of lifestyle change necessary to lose 5 pounds of fat in one month.
2. Ask for the average daily caloric balance required (5 lb 3,500 cal/lb 31 days/mo = –565 cal/day for the
month).
3. Then require demonstration of actual exercise and eating adjustments that will meet the –565-calorie
balance each day.
4. Have students conclude with a judgment of the degree of lifestyle change required to meet the 5-pound
weight loss in a month goal.
1. Establish the scenario of the evening meal as the only meal of the day.
2. Ask how much attention is paid to being full. “I’ve got to eat for my entire day!”
3. Ask how much negative psychology is involved. “I’m always so hungry.”
4. Describe a plan to eat throughout the day—meals and snacks.
5. Each food is enjoyed for what it is, not stuffed quickly inside to get to more.
6. There is a habit of eating less food at a time—a chance for the individual to be aware of the food volume
needs of the body.
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7. There is a chance that the person can become sensitive to the nutritional needs of the body. Besides
chocolate, can the body actually tell you what you should eat? Are you even listening?
8. Eating throughout the day keeps the body metabolism higher because the digestive system is continually
working on some food.
9. There is not an overcompensation response to eating because it is available and controlled when a person
eats regularly.
1. Ask students for the reasons for eating; they are physical, social, emotional, intellectual, environmental,
occupational, and spiritual.
2. Before blaming food for obesity, find out why an individual eats.
3. For many Americans, the ideal friend is a cookie (or some other food). It never changes. It can be depended
upon. It consoles, and it makes them feel better.
4. Eating is the symptom only. To solve the problem of body fatness, the cause must be uncovered first.
5. Log the eating habit. When, where, how, and why does the behavior happen? These are clues to
understanding why eating occurs, and the first step to countering with other behaviors (such as exercise,
stress management, and hobbies) that will lead away from obesity.
1. Divide the class by gender. Select four or five representatives from each group to be two panels in front of
the class to respond to your interview questions.
2. Ask them to respond to a series of weight loss behavior questions and lifestyle choices, such as food
selection, dieting, and exercise.
3. Ask the class to interpret the differences in responses.
4. Ask if the choices realistically can be changed or even exchanged between genders.
1. The most important aspect of behavior change is to replace the old behavior with the desired change,
instead of merely trying to accomplish more in the 24-hour day.
2. Prioritize the next 24 or 48 hours:
a. What are the most important uses of your time down to the least important?
b. Be honest and make sure eating and/or sleeping are not in the bottom position.
3. The best chance to begin and maintain a change is to acknowledge that:
a. The time for the new behavior is more important than the time for the old behavior in the first 24
and 48 hours.
b. You will need to say “goodbye” to the old behavior time.
4. Is television at the bottom of your prioritized time and the new behavior exercise?
a. Then stop watching earlier in the evening, go to bed earlier, and exercise in the morning.
b. Or, arrange to do something from another part of the day during TV time, so exercise can happen
in that part of the day.
5. If the 24th or 48th hour activity is less important than beginning and maintaining exercise, say “goodbye” to
the old behavior.
QUESTIONNAIRES
Similar to most students, I gained several pounds of weight my first year in college. I dieted several times but ended
up regaining the weight, and then some more! I put off taking my fitness class because I wanted to lose the weight
first and get in shape before I took the class. My roommate, however, took the class the spring semester and I
couldn’t help but notice how she had lost weight and looked so much better. After finding out more details about the
course, I made an appointment with the course instructor and decided to enroll during the fall semester. That fall, we
assessed my body composition and determined that I had 9 pounds to lose to get to 138 pounds and be at 23 percent
body fat. With the aid of the instructor, we agreed on a 1,500-calorie diet, along with 45 minutes of walking/jogging
five times per week and 45 minutes of strength training twice per week. I also had to report every Monday morning
to my instructor for a weigh-in and to turn in my weekly food and activity logs. I signed a contract with the
instructor that I would adhere to the program as prescribed. I also talked to my roommates so they would understand
what my goal was for the next 15 weeks. At the end of the semester, I had lost 10 pounds but actually came in at
22.7 percent body fat at 140 pounds. In essence, because of all my physical activity I had gained about 3 pounds of
lean tissue along with 12 pounds of actual fat loss.
1. What lifestyle habits do you think often lead students to gain weight their first year in college?
2. What would you advise someone like Megan who is putting off taking a fitness class or going to the gym
because he or she wants to be in shape before being around others who may already be fit?
3. Why might signing a behavior change contract or talking to a roommate about a weight loss program help
someone adhere to the program? What steps can you put in place to help you adhere to your own fitness
and/or weight management program?
WEB RESOURCES
An Online Journal is offered as a gradable assignment in MindTap. If you do not use MindTap in your course, an
alternate online journal can be used. One alternative is Penzu Classroom. Penzu Classroom allows students to
register for an online journal for free with a specific class code as set up by you, the instructor. These journals can be
assigned and then auto-graded and returned to students electronically. Click here for more information and to sign
up: http://penzu.com/content/products/classroom.