Module 1

You Can’t Out Train a Sedentary Lifestyle: Why exercise won’t save all of us

3 Lectures

Specific Learning Outcomes

  • To show an understanding of the role of the Fitness Industry in reducing inactivity levels
  • To be able to outline the current National Guidelines on Physical Activity
  • To Identify the characteristics of the most inactive groups in society
  • To state the importance of Non-exercise Activity Thermogenesis (NEAT) in reducing inactivity
  • To explain from the results of research on sedentary behaviour, specifically the problems associated with prolonged sitting
  • To explain the concept that too much sitting is not the same at too little formal exercise
  • To show an understanding of the differences between a non-active exerciser, an active non-exerciser, an active exerciser and a non-active non-exerciser
  • To understand the consequences of the current Australian and UK Fitness Retention report
  • To explain the results of the State of the Fitness Industry Report, and how they impact on current and future inactivity levels
  • To show an understanding of the motivational strategies currently in use by the fitness industry to increase activity levels across the population
  • To outline the costs of reduced physical activity and the cost to a national health service in treating conditions related to physical inactivity
  • To be able to identify the Global Advocacy for Physical Activity (GAPA) 7 investments recommendations to globally reduce inactivity

Module 2

Science of Sedentarism

2 Lectures

Specific Learning Outcomes

  • To describe the new discipline of Sedentary Physiology
  • To show an understanding of the place of inactivity on the energy expenditure continuum
  • To describe the different responses occurring at low level intensity, moderate level intensity, vigorous level of intensity and high level of intensity exercise activity
  • To show an understanding that inactivity responses cannot always be corrected by a single daily bout of moderate to vigorous exercise
  • To describe the link between inactivity and the potential consequences of deep vein thrombosis, atherosclerosis, all-cause mortality, insulin sensitivity, telomeres, lipoprotein lipase (LPL) regulation, bone density, back pain, stabilizer muscles, cancer and brain function.
  • To outline the problems associated with living in confined spaces and the tensegrity of cells
  • To show an understanding of the effects of inactivity on Sarcopenia and Osteopenia
  • To describe the damaging effects of mitochondrial distress and inactivity
  • To understand the consequences of tissue inflammation, meta-flammation, adipocyte dysfunction, oxidative stress and endothelial dysfunction

Module 3

Physiology of NEAT: METs, Movement and Oxygen Cost

2 Lectures

Specific Learning Outcomes

  • To demonstrate an understanding of the mechanics of muscle contractions in NEAT activities
  • To be able to describe the role of ATP in providing the energy for muscle contractions
  • To outline the role of the circulatory and respiratory systems in transporting oxygen and carbon dioxide to the working muscle in exercise
  • To show an understanding of how oxygen cost (02) relates to muscle contractions
  • To be able to explain a Metabolic Equivalent (MET)
  • To be able to list NEAT activities and their MET values
  • To be able to compare METs for everyday NEAT activities against formal exercise activities

Module 4

Body Weight, Sedentary Behaviour and Energy Expenditure

3 Lectures

Specific Learning Outcomes

  • To demonstrate an understanding of the role of Body Mass Index in calculating overweight and obesity levels
  • To discuss if current BMI levels are a valid reflection of obesity and being overweight
  • To be able to Identify the phases of Total Daily (TDEE) Energy Expenditure
  • To describe the obesity paradox
  • To explain the impact of inactivity on weight gain
  • To show an understanding of the energy expenditure required for long-term weight loss
  • To be able to discuss whether it is possible to be “healthy at any weight”
  • To be able to calculate the amount of exercise required to lose substantial bodyweight
  • To describe the relationship between Metabolic Equivalents (METs) and energy expenditure
  • To discuss the impact of Non-Exercise Activity Thermogenesis (NEAT) in  everyday activities and their MET values on daily energy expenditure
  • To be able to calculate energy expenditure from MET values
  • To be able to use ACSM calculations for walking, running, leg cycling, arm cycling and stepping to calculate energy expenditure
  • To evaluate case studies using ACSM energy expenditure calculations

Module 5

Space Travel, Bed Rest, Inactivity and Sedentary Lifestyle

2 Lectures

Specific Learning Outcomes

  • To show an understanding of Gravity Deprivation Syndrome that is common to all NEAT conditions
  • To be able to identify the physiological changes that occur with aging, sedentary lifestyle and prolonged bed rest
  • To describe how gravity helps maintains balance and coordination
  • To describe how gravity affects the physiology of maintaining health
  • To describe the effect of space fight on the body and how it mimics inactivity
  • To develop a plan to integrate more gravity back into everyday lives
  • To show an understanding of posture and its effect on muscle energy use and energy output.
  • To outline the importance of continual changes in posture to NEAT

Module 6

Motivating Sedentary Populations

2 Lectures

Specific Learning Outcomes

  • To be able to identify the main characteristics of the three high risk sedentary groups (aged, obese and metabolic syndrome)
  • To be able to identify the factors to be considered when motivating sedentary groups
  • To recognise the key characteristics of sedentary behaviour
  • To be able to identify the unique strategies required to motivate sedentary groups to sustain long term physical activities

Module 7

Live Long, Live Healthy

3 Lectures

Specific Learning Outcomes

  • To be able to explain the concept that our genes dictate our longevity and quality of life
  • To be able state the outcomes of the landmark Danish Twins study determining the role of genes and environment on longevity
  • To be able to Identify the Blue Zones of the world where people live the longest and healthiest
  • To be able to describe the characteristics of the longest living people in Sardinia (Italy), Okinawa (Japan), Loma Linda (California), Nicoya (Costa Rica) and Icaria (Greece)
  • To state the reasons why inactivity and constant low to moderate all day movement contribute to a long and healthy life that is common to all Blue Zones
  • To be able to Identify the life radius of physical activity
  • To be able to undertake research on creating a lifestyle inclusive of physical activity.
  • To devise a plan that will establish active homes, active work environments, active transportation and active leisure time.

Module 8

NEAT Fit Conversion Program

2 Lectures

Specific Learning Outcomes

  • To describe how being sedentary or inactive is different from not exercising
  • To understand the significant physiological responses that occur from sitting to standing to walking transitions
  • To understand the major problems associated with prolonged sitting
  • To recognise the importance of breaking up sitting periods so that you are not stationary for more than 30 minutes
  • To promote the importance of 10,000 steps performed over the 16 hours waking day
  • To understand the importance of 10,000 steps in energy expenditure and general health
  • To develop a programme for Phase 1 of the NEAT Fit program based on Stand and Stroll Transitions and the Global Roaming Transitions
  • To develop a programme that combines all NEAT Fit steps to produce a lifestyle physical activity program based on L.I.M.I.I.T (Low Intensity Moderate Intensity Intermittent Transitions)

Module 9

NEAT Fit Activate Program

3 Lectures

Learning Outcomes

  • To be able to identify inactive periods in the home and substitute with active alternatives
  • To be able to identify inactive periods in the workplace and replace with active alternatives
  • To be able to identify inactive periods of transportation and replace with active alternatives
  • To review the research that supports a lifestyle inclusive of physical activity in the home, during transportation, at work and during leisure time based on L.I.M.I.I T

Module 10

NEAT Fit MET Minutes Program

2 Lectures

Learning Outcomes

  • To study the 5 steps in MET Minutes programming
  • To understand the importance of Metabolic Equivalents  (METs) in quantifying workloads
  • To develop a quantitative program based on MET Minutes to monitor and evaluate the NEAT Fit program in the home, at work, during transport and during leisure time
  • To be able to calculate energy expenditure based on the MET Minutes accumulated over the day
  • To understand the changing MET Minute requirements to combat the main chronic conditions associated with higher mortality rates
  • To be able to understand and review the MET Minute case studies
  • To apply the MET Minute programming to improve fitness levels and to train for recreational activities