Difference between revisions of "BSc:PhysicalCultureandSport.S22"
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| + | Nutrition: |
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| − | • Course name: Optimal nutrition: the craft of balancing diet and lifestyle in the post-digital world |
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| + | https://eduwiki.innopolis.university/index.php/BSc:_Physical_Culture_and_Sport_Nutrition_ |
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| + | Psychology: |
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| − | • Course number: XXX |
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| + | https://eduwiki.innopolis.university/index.php/BSc:_Physical_Culture_and_Sport_Psychology |
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| + | Exercise Physiology Mindfulness: |
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| − | 0.1.1 Course characteristics |
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| + | https://eduwiki.innopolis.university/index.php/Physical_Culture_and_Sport_Exercise_Physiology_Mindfulness |
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| − | 0.1.2 What subject area does your course (discipline) belong to? |
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| − | Nutrition, sport nutrition, food chemistry, food regulation, nutrition economics |
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| − | Key concepts of the class |
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| − | • Optimal nutrition |
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| − | • Energy balance: dietary intake and physical activity |
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| − | • Nutriom – a set of essential nutrients |
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| − | • Optimal nutrition under budget constraint |
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| − | • Food-processing technology, genetic engineering, and new sources of food |
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| − | • Digital solutions in dietary management |
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| − | What is the purpose of this course? |
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| − | The goal of this course is to introduce basic elements of the optimal nutrition – multi-disciplinary, multi-dimensional concept, and help students find the balance between their physiological individual requirements and food consumed daily. |
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| − | Students will be provided with knowledge required to design their own personal diets, associated with their needs, depending on the level of their physical activity and health status. They will also be given an overview of food safety issues and modern food-processing technologies understanding of which will enable making conscious dietary choices. |
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| − | Finally, digital tools available to assist personal food management and trends in internet-of-things (IoT) development will be discussed, offering students perspective on potential app projects in personalized nutrition. |
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| − | Course Objectives Based on Bloom’s Taxonomy |
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| − | What should a student remember at the end of the course? (5-7 points for bachelors and 3-5 for masters) |
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| − | By the end of the course, the students should be able to remember and recognize |
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| − | • Optimal nutrition as a science-based approach helping them in managing their personal diets |
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| − | • Nutriom – the set of essential nutrients required for normal functioning of body’s systems, organs, and tissues |
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| − | • Principles of dietary management under budget constrain |
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| − | • Basics of industrial food processing, use of food additives and technological aids |
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| − | • Genetic engineering techniques as applied to foods |
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| − | • New food technologies, use of nanomaterials |
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| − | • Trends in development of digital tools used in the personalized nutrition |
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| − | What should a student be able to understand at the end of the course? (5-7 points for bachelors and 4-5 for masters) |
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| − | • Understand how to measure and keep energy balance in their diet |
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| − | • Understand how to read food labels and where to find nutrition information |
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| − | • Understand how to construct personal diet under limited financial resources |
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| − | • Understand current food technology and processing methods |
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| − | • Understand trends in digital solutions used in personalized nutrition. |
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| − | What should a student be able to apply at the end of the course? ( 3-5 points for bachelors and 4-6 for masters) |
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| − | By the end of the course, the students should be able to: |
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| − | • Apply nutrition principles in evaluating their personal energy intakes and expenditures |
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| − | • Demonstrate and use basic knowledge of nutriom and its essential components in their dietary choices |
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| − | • Conduct self-assessment of risks and opportunities of personal dietary behaviour |
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| − | • Design personal diet and propose an optimal dietary tracking tool |
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| − | Course evaluation (Do you have any special weight on the course evaluations of components that affect the assessment of the development of the discipline? By default, it will be as below. If you think it should be different please indicate this in the `Proposed points' column) |
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| − | Type Default points Proposed points |
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| − | Homework 1 30 |
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| − | Homework 2 30 |
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| − | Final test 40 |
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| − | Table 1: Course grade breakdown |
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| − | Late Submission Policy: |
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| − | Reducing one grade for submissions after the deadline. |
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| − | Cooperation Policy and Quotations: |
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| − | Grades range (Does this class have any particularities of matching the grades with a five-point scale? By default, it will be as below. If you think that should be different, please indicate this in the `Proposed range' column): |
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| − | Grade Default range Proposed range |
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| − | A. Excellent 90-100 |
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| − | B. Good 75-89 |
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| − | C. Satisfactory 60-74 |
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| − | D. Poor 0-59 |
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| − | Table 2: Course grading range |
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| − | Resources and reference material |
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| − | (Specify open access resources) |
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| − | 1. Introduction to Human Nutrition, 3rd Edition, 2019, Wiley-Blackwell |
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| − | 2. Food and Nutrition Economics. Fundamentals for Health Sciences. George C. Davis and Elena L.Serrano, 2016, Oxford |
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| − | Computer Resources: |
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| − | 0.1.3 Course Sections (Please indicate main sections of the course and approximate hour distribution between these sections. It is strongly recommended to create 7 sections. If you feel the need to create more, it is better to combine some topics to keep the sections count under 8 (these topics can be listed in the following parts devoted to individual sections). |
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| − | It is necessary to fill in the names of the sections and the number of hours for each. |
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| − | For the "Teaching Hours" please provide an approximate sum of Lectures and Lab hours. Adjust these numbers are adjusted according to the data provided in the curriculum. |
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| − | 1 hour in the table corresponds to 1 academic hour (45 minutes) |
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| − | The main sections of the course and approximate hour distribution between them is as follows: |
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| − | Section Section Title Teaching Hours |
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| − | 1 Foundations of healthy diet 2 |
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| − | 2 Nutriom 2 |
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| − | 3 Nutritional economics 2 |
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| − | 4 New food processing technologies 2 |
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| − | 5 Digital solutions for dietary management + Final test 2 |
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| − | Table 3: Course Sections |
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| − | 3.1 Section 1 |
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| − | Section title: Foundations of healthy diet |
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| − | Topics covered in this section: |
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| − | - Double malnutrition and non-communicable diseases |
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| − | - First nutrition law, energy balance |
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| − | - Macronutrients and energy metabolism |
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| − | - Measuring personal calorie intake and expenditure |
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| − | - Obesity and appetite regulation. Dietary management |
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| − | *What forms of evaluation were used to test students’ performance in this section? |
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| − | Form Yes/No |
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| − | Homework and group projects Yes |
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| − | Oral polls Yes |
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| − | Typical questions for ongoing performance evaluation within this section |
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| − | (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. |
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| − | 1. |
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| − | 2. |
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| − | 3. |
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| − | 4. |
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| − | *Typical questions for seminar classes (labs) within this section |
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| − | 2. |
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| − | 3. |
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| − | Test questions for final assessment in this section: |
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| − | (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.) |
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| − | 1. Building a personal physical activity profile (based on compendium of physical activity) |
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| − | 2. Setting dietary goals based on activity profile. |
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| − | 3.2 Section 2 |
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| − | Section title: Nutriom |
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| − | Topics covered in this section: |
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| − | - Food composition, macro- and micronutrients |
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| − | - Vitamins |
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| − | - Minerals and trace elements |
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| − | - Phytonutrients |
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| − | - Nutrition declaration and dietary reference standards |
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| − | *What forms of evaluation were used to test students’ performance in this section? |
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| − | Form Yes/No |
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| − | Homework and group projects Yes |
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| − | Typical questions for ongoing performance evaluation within this section |
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| − | (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. |
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| − | 2. |
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| − | 3. |
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| − | 4. |
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| − | *Typical questions for seminar classes (labs) within this section |
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| − | 2. |
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| − | 3. |
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| − | |||
| − | Test questions for final assessment in this section: |
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| − | (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.) |
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| − | 1. Measuring calories and essential nutrient intake. 7-day diet design. |
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| − | 2. |
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| − | 3.3 Section 3 |
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| − | Section title: Nutritional economics |
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| − | Topics covered in this section: |
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| − | - Managing diet under budget constraints. |
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| − | - Utility concept. Nutrient-health relationship. |
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| − | - Food-income relationship. Engel curve. |
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| − | - Intertemporal choice problem. Health vs unhealthy food choices. |
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| − | - Taxation and other fiscal policies applied to foods. |
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| − | *What forms of evaluation were used to test students’ performance in this section? |
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| − | Form Yes/No |
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| − | Homework and group projects Yes |
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| − | |||
| − | |||
| − | Typical questions for ongoing performance evaluation within this section |
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| − | (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. |
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| − | 2. |
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| − | 3. |
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| − | 4. |
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| − | *Typical questions for seminar classes (labs) within this section |
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| − | 1. |
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| − | 2. |
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| − | 3. |
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| − | |||
| − | Test questions for final assessment in this section: |
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| − | (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.) |
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| − | 1. Constructing indifference curve. |
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| − | 2. |
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| − | 3.4 Section 4 |
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| − | Section title: New food processing technologies |
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| − | Topics covered in this section: |
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| − | - Processed and ultra-processed foods |
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| − | - Food additives and processing aids |
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| − | - Gene engineering of foods |
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| − | - Nanonutrients |
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| − | - “Impossible” foods |
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| − | *What forms of evaluation were used to test students’ performance in this section? |
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| − | Form Yes/No |
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| − | Testing (written or computer based) Yes |
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| − | |||
| − | |||
| − | Typical questions for ongoing performance evaluation within this section |
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| − | (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. |
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| − | 1. |
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| − | 2. |
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| − | 3. |
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| − | 4. |
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| − | *Typical questions for seminar classes (labs) within this section |
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| − | 1. |
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| − | 2. |
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| − | 3. |
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| − | |||
| − | Test questions for final assessment in this section: |
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| − | (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.) |
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| − | 2. |
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| − | 3.5 Section 5 |
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| − | Section title: Digital solutions for dietary management |
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| − | Topics covered in this section: |
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| − | - Apps for personal nutrition management |
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| − | - Food and IoT |
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| − | - Diet tracking, meal planning, population assessment tools |
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| − | - Nutrition platforms |
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| − | - Digital nutrition |
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| − | *What forms of evaluation were used to test students’ performance in this section? |
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| − | Form Yes/No |
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| − | Testing (written or computer based) Yes |
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| − | |||
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| − | |||
| − | |||
| − | |||
| − | Typical questions for ongoing performance evaluation within this section |
||
| − | (Please list exercises and tasks you used to evaluate the quality of students' self-study work, perform ongoing performance assessment and the mastery level of this section's topics. Please feel free to provide sample assignments, tests, polls, essay topics. Please provide 4-7 tasks described with sufficient detail. |
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| − | 1. |
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| − | 2. |
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| − | 3. |
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| − | 4. |
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| − | *Typical questions for seminar classes (labs) within this section |
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| − | 1. |
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| − | 2. |
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| − | 3. |
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| − | |||
| − | Test questions for final assessment in this section: |
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| − | (In this block, please specify the questions that a student must answer to pass this section of the course. It is possible that you won't have such assessment formally in your class, however, these questions must reflect the key concepts that a student must master after completing of this section. They questions must not be short and might require a detailed answer with preparation. If this assessment is performed for several sections at once, feel free to skip this step in one of the sections and list more questions in the future sections. 3-5 questions.) |
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| − | 2. |
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| − | Syllabus |
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| − | Introduction to Mindfulness. |
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| − | By Andrey Krikunov |
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| − | “The world is satisfied with words, |
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| − | few care to dive beneath the surface” |
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| − | (B.Pascal) |
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| − | Course description and goal |
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| − | This Course invites you to dive beneath habitual logical explanations and discover your own path to inner resources, resilience and clarity. |
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| − | Why Mindfulness and Awareness are important? |
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| − | In order to manage yourself, you need to be aware of everything that is going on inside yourself. Yet, inner energies have different levels of accessibility (from body sensations to emotions, thoughts, and more subtle energies, like intuition). Most people don’t know to navigate them, nor what to do with them. Usually, people are trying to avoid fears or unpleasant signals from within in order to “stay positive”, not knowing other ways to deal with them. |
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| − | “Mindfulness Revolution” – a growing interest towards Mindfulness around the World (including in high-tech companies) has been fueled by research on how “Managing your Focus” can be the most valuable life skill that affects your effectiveness and happiness. During this Course we will invite you to open up your mind and your heart in order to experience deeper benefits of Meditation. |
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| − | This course will provide you with: |
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| − | • Framework of understanding Mindfulness techniques and their benefits. |
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| − | • Overview of different approaches to Meditation |
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| − | • Core Skills in order to practice Mindfulness |
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| − | • Homework (Guided Meditations and Readings) |
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| − | 2. Learning outcomes |
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| − | By the end of the course, students will: |
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| − | • Understand value and benefits of Mindfulness practices |
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| − | • Experience several different styles of Meditation |
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| − | • Learn to manage their inner states better by: |
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| − | • becoming aware of what has been unconscious |
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| − | • letting overthinking and over-control go away |
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| − | • noticing subtle feelings that have been “eating” your energy |
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| − | • better understanding their stress-reactions and emotions |
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| − | • learning self-relaxation techniques |
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| − | Course outline |
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| − | Lecture Content |
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| − | 1. Mindfulness basics |
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| − | 2. Core Skills of Mindfulness • Mindfulness = Awareness and Focus |
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| − | • Benefits of Mindfulness Practice |
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| − | Core Skills: |
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| − | • Be aware. |
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| − | • Inner Observer Attention and Meta-Attention |
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| − | • Detachment from thoughts |
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| − | • Focusing on Sensations / Raw experience. |
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| − | • Un-Focusing / De-concentration |
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| − | • Letting go control |
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| − | • Different types of sensations. Tense – Subtle sensations. Multi-Dimentional sensations. |
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| − | • Returning to Here and Now |
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| − | 3-4. Working with Emotions in Meditation |
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| − | • Self-reflection skill: reading emotions as information |
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| − | • Basic emotions. |
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| − | • Learning to distinguish Energy impulse of every emotion. |
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| − | • How Emotions differ from Stress. |
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| − | • Learning to detach from emotions. |
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| − | • Working with painful feelings |
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| − | • Expanding positive feelings. |
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| − | 5. Additional questions |
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| − | • Quantum effects in Meditation. |
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| − | • Cosmic Energy. Earth Energy. |
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| − | • Intuition vs. Overthinking. |
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| − | • Students share their self-reflection and experience |
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| − | • Q&A session |
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| − | 4. Course homework assignments |
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| − | Date Content |
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| − | Module 1-2 • Additional video and reading |
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| − | • Self-practice |
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| − | • 10 areas of awareness |
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| − | Module 3-4 • Self-reflection |
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| − | • Analyses of stress situations |
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| − | Module 5 • Guided Meditations |
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| − | • Final essay on personal Meditating experience. |
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| − | 5. Course reading material |
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| − | • Yongey Mingyur Rinpoche. Buddha, Brain and Neurophysiology of Happiness. How to change lives for the better. Practical Guide. |
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| − | • Yongey Mingyur Rinpoche. Turning Confusion into Clarity. |
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| − | • Mark Palchik. Is Reality Real? |
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| − | • Jeffrey Allen. Energy Work. |
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| − | • Anodea Judith. The Charka System. |
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| − | • John Kabat-Zinn. Mindfulness Based Stress Reduction. |
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| − | • Vygotskiy. Mind and Speech. |
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| − | • Norman Doidge. Neuroplasticity. |
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Latest revision as of 14:25, 15 December 2022
Nutrition: https://eduwiki.innopolis.university/index.php/BSc:_Physical_Culture_and_Sport_Nutrition_
Psychology: https://eduwiki.innopolis.university/index.php/BSc:_Physical_Culture_and_Sport_Psychology
Exercise Physiology Mindfulness: https://eduwiki.innopolis.university/index.php/Physical_Culture_and_Sport_Exercise_Physiology_Mindfulness