Well now! Delivering literacy friendly health and wellbeing courses for adults. Eat Well

Transcription

1 We now! Deivering iteracy friendy heath and webeing courses for aduts Eat We

2 Acknowedgements We woud ike to thank the foowing: South Dubin County Counci (SDCC) for funding the course, and Maria Finn and Sandra Hickey from the Socia Incusion Unit for their initiative and support in setting up the programme. An Cosán Community Education Centre, and tutors Eithne Dunne, Pam Buchanan and Deirdre Bannon, for creating a great earning environment and faciitating an engaging programme. The organisations and guest faciitators who generousy contributed their expertise and time to the course: Thomas McDermott from South Dubin County Sports Partnership; David Nage, Physica Activity Leader; Siobhan Buter, Sorcha Kampff and James O Reiy, South Dubin Senior Citizens Cub; Ciara Langan and Ciara Murray, HSE Occupationa Therapists; Aising Byrne, HSE Community Dietician; Eizabeth O Nei, community horticuturaist; Shaun Sharkey, pharmacist, Hickey s Pharmacy. The course participants you made it a possibe. Copyright 2017 Nationa Adut Literacy Agency ISBN NALA Sandford Lodge Sandford Cose Raneagh Dubin 6 D06 YF65 Web: Te: NALA give permission to copy parts of this pubication for educationa purposes ony.

3 Contents Introduction 2 Course outine 3 Factors for success 4 Panning, review and evauation 9 Session structure 15 Sampe session outines and activities 23 Session 1: Getting started 25 Session 2: Getting active to keep we 31 Session 3: Using our oca heath services 41 Sessions 4 to10 49 Organisations and resources 68 1

4 Introduction Introduction In 2015, South Dubin County Counci (SDCC) commissioned the Nationa Adut Literacy Agency (NALA) to design a iteracy friendy course on heath and webeing for oder peope, and to support its deivery and evauation. A iteracy friendy course is one that: uses incusive active earning methods and materias to hep overcome iteracy barriers to participating and earning; and heps participants understand and use the key terminoogy, communication, iteracy and numeracy they meet in the various contexts they are exporing. This piot course was deivered by An Cosán Community Education Centre, in Taaght, Dubin, with support from NALA. SDCC recruited the participants for the course. Evauation of the piot, in particuar the feedback from its participants and tutors, informed its design for subsequent groups. This introductory course has been deivered severa times since then, with participants and tutors continuing to deveop it in ight of different groups interests and needs. The guide is based on the experience of these courses to date. Heath iteracy and numeracy Heath iteracy and numeracy has two eements: 1. heath services communicate ceary and take account of possibe heath iteracy and numeracy needs; and 2. peope understand heath information correcty and are confident in making decisions and taking action about their heath and webeing. Where both of these are working we together, we have better heath services, improved experiences and a heathier society. Heath iteracy can hep us protect and improve our heath and webeing. 4 in 10 Irish aduts have imited heath iteracy according to an EU Heath Literacy Survey (2012). See the NALA factsheet on heath iteracy and numeracy on Who is this guide for? This guide is intended for adut iteracy and community education services who wish to provide iteracy friendy courses on heath and webeing for aduts. We recommend panning and deivering such programmes in partnership with other reevant service providers, such as a Loca Authority and oca Heath Services. 2 In particuar the guide is intended for tutors, to hep in panning, designing and faciitating the course. The content assumes that the tutor has expertise in adut iteracy deveopment and in participative adut earning methodoogies.

5 Course outine The introductory course has ten sessions. We recommend 2½ - 3 hours per session. In this guide the sampe sessions are 3 hours. Course objectives The programme aims to faciitate oder peope to expore heath and webeing topics and to increase awareness, knowedge, understanding and skis to support heathy choices. The objectives are to: provide a structured opportunity for participants to share their experience, knowedge, understanding and ski in managing their heath and webeing; raise awareness of inter-reated areas of heath and webeing (physica, emotiona, menta, socia, societa, spiritua); provide information about specific heath topics and introduce participants to reevant resources, groups and supports; and increase confidence and ski in managing persona heath and webeing and in communicating with heath service providers. Session topics Week Session topic 1 Getting started: my heath and webeing 2 Getting active to keep we 3 Using our oca heath services 4 Eating we (Part 1) 5 Communicating in heath settings 6 Keeping our brain active 7 Eating we (Part 2) 8 Using technoogy to communicate and earn about heath 9 Loca resources for heath and webeing 10 Keeping we 3

6 Factors for success Partnership for incusion and earning The mode of provision in the piot course was a partnership between a oca authority, oca adut education provider and oca heath services and professionas. The partners cooperated in deveoping a programme based on earner-centred and earner-directed principes. In these videos Maria Finn (South Dubin County Counci) and Heen Ryan (NALA) te how the partnership mode worked in the piot courses: Heen Ryan, NALA Maria Finn, South Dubin County Counci For NALA guideines on curricuum deveopment see Tutors The core tutors on the programme shoud have expertise in faciitating groups and in participative adut earning methodoogies. They shoud have expertise in good adut iteracy work and in deveoping, deivering and evauating programmes in partnership with the earners, heath professionas and others invoved in supporting the course. We recommend that, where possibe, the course woud have two core tutors, with experience in team teaching or co-faciitation. NALA recommends that the tutors and course organisers work in partnership with oca heath service professionas in panning the course. Their expert advice and information wi ensure that the key heath messages are accurate and up to date. Heath professionas can aso contribute as guest speakers or guest faciitators. For NALA s Guideines on Good Adut Literacy Work see: 4

7 Guest speakers Guest speakers who are experts in particuar areas of heath and webeing make an invauabe contribution to the course. They ensure that the heath and webeing messages are appropriate and accurate. In iaising with the guest speaker before a session, consider the foowing points together: Agree the topic the speaker wi focus on and for how ong. Let the speaker know if there are any particuar points the participants woud ike covered. Expain the iteracy-friendy nature of the course and, if appropriate, give some practica suggestions on this, based on your knowedge of the particuar group. The foowing are some suggestions: Expain any important terminoogy that might be unfamiiar to participants. Check that handouts and sides are simpy put and cear. See NALA s pain Engish website and Writing and Design Tips booket here: Think about the numeracy concepts that might be essentia to the heath message, and carify those as an important part of the session. For exampe, when using a phrase such as take at reguar intervas, carify what that means. Aow time for participants to tak, to share experience and knowedge and to ask questions. Incude participative activities (such as short quizzes; games). When handing out any reading materia, briefy highight its purpose and the most important sections. Highight any important words that may be unfamiiar to the group, and expain those. This wi make it easier to read and understand the handout. If giving a written exercise such as a questionnaire, ask participants to compete it in threes or sma groups, with one person vounteering to write or feed back. The earning environment Some factors to consider in reation to the earning environment incude: The centre: Check that the physica environment is accessibe, safe and comfortabe. Create an informa atmosphere that is wecoming and respectfu. If there are other adut earning activities going on in the centre, this can hep socia interaction and encourage progression into other courses. 5

8 The room: Check that the temperature is peasant, the seating is comfortabe and that there is good ventiation and ighting. Have drinking water avaiabe throughout the cass. Make sure the room is quiet enough to enjoy a reaxation technique such as guided meditation or mindfuness. Check there is enough space to comfortaby and safey carry out the physica activities - for exampe, dancing. Make the surroundings attractive and wecoming - for exampe, have fowers or some visuay peasant items in the room. Materias Exampes of materias used on the courses to date incude: HSE heath information and promotion pubications NALA heath iteracy packs and materias see pages 69 and 70 Materias brought in by guest faciitators Tutors and participants aso sourced and created materias reating to the various topics and to the group s particuar interests. Ensure that written materias are in pain Engish ceary aid out and ceary worded. For NALA s guide on Preparing earning materias see: Methods This guide outines topics covered on the course, with sampe methods and activities. These are intended to inform not prescribe your panning. The topics you focus on, and the methods you use wi depend on your situation and your group. As your course proceeds, faciitate participants to take a more active part in deciding what and how to earn. Participants in the courses to date have highighted particuar methods that heped to make each session enjoyabe and usefu: From the start, participants have active input into deciding the programme content. Participants set a persona goa at the start of the course one that is confidentia to them and that they revisit at the end of the course. Participants make a Comfort Agreement to hep the group work we together. There is an emphasis on enjoyment and fun! 6

9 Whie each session focuses on a specific topic, heath and webeing is aso buit into the process used. There are core activities in each session that hep create webeing in the here and now and that introduce participants to heathy routines for everyday ife. These core session activities are described on pages 15 to 22. Participants and tutors use a variety of active earning methods. For exampe: groupwork discussion demonstration refection roe pay coage quizzes guest speakers onine videos websites smart phones and apps writing (persona, creative, functiona) The tutors use iteracy-friendy methods. This means using a variety of active earning methods as outined above not reying on reading as the ony or main channe for earning; incuding activities to increase confidence in communicating with heath services and professionas (see for exampe Session 5); and supporting participants to become more confident in the anguage, reading, writing, numeracy and digita iteracy invoved in heath settings and in exporing heath topics. Watch these videos on the NALA YouTube Channe: to hear tutors speak about their experience of faciitating the programme: Eithne Dunne Pam Buchanan For more on iteracy-friendy methods, see Guideine 8 in Integrating Literacy: Guideines for further education and training centres, at 7

10 Outcomes and progression The courses deivered to date have had outcomes in terms of heath and webeing and improved heath iteracy. Many of the participants said they had taken up some physica activity as a resut of being on the course - such as waking, pitch and putt, dancing, tai chi. Others reported that they were introducing new heathy eating habits into their daiy routine. There was an intergenerationa effect in that participants often brought the earning home. For exampe, a participant reported that she had removed sweets from her treats cupboard in order to encourage her grandchidren to eat more fruit. Others reported taking more time for me - time to do what was necessary to ook after themseves. Others reported becoming more sociay invoved, getting out of the house more often, meeting new peope and joining in activities. Heath iteracy outcomes have incuded being more abe to understand abes and instructions on food and medicine, and more confident in communicating with heath services and professionas. Some earners from the introductory course have progressed onto a speciay designed foow on 10-week Heath and Webeing programme. Some have joined other community education programmes and are maintaining inks with the community heath and webeing resources they have earned about during the programme. The course was very hepfu and increased my confidence. What was most usefu was the heathy eating programme and I aso thought the roe pay of visiting the doctor regarding questions you shoud ask was very hepfu because sometimes you can get overwhemed by the diagnosis. It made me more aware of heathy eating and my need for exercise. I wanted to be more capabe at the doctor s surgery and I think I have achieved that. In this video Brigid Fynn speaks about her experience of participating on the course. 8

11 Panning, review and evauation The course structure and the session outines in this pack are intended as exampes ony. Tutors and earners can create and taior the course to suit their particuar situation and the particuar group s needs. In panning the course, work in partnership with oca heath service providers and others with expertise in the various heath and webeing topics. Decide which sessions need the direct input of a reevant professiona, as guest speaker or co-faciitator. For a sessions, make sure the key heath and webeing messages are accurate and up to date. When preparing sessions remember to pan for the rea-ife anguage, iteracy, numeracy and or digita iteracy that may be invoved in the heath and webeing topics. For exampe, a session on heathy eating might need a focus on some of the terminoogy used on food abes. A session on managing medication might need to carify the numeracy invoved in instructions, such as Take 5 m three times a day. Faciitate earners to review and evauate each session and the course as a whoe, and to activey contribute to panning. Learners coud compete a session evauation sheet and or give feedback verbay or through some other means such as drawing or coage. As the course proceeds, its focus becomes increasingy earner-ed. Learners and tutors together decide what aspects of the topics to prioritise, based on earners expressed needs and interests. For exampe, on the piot course the session pans were changed to aow more time for practising new heathy habits. As course tutors, take the time after each session to review and evauate the session individuay, as a tutor team and or with guest speakers as appropriate. The foowing tempates may hep session panning, review and evauation: 1. Session panning notes 2. Participant evauation of session 3. Tutor record and evauation of session 4. Participant evauation of the course These tempates are avaiabe in Word Format on NALA s website - You can use them or adapt them to suit your course. 9

12 Session panning notes Session Topic: Partners, expert advisers, guest speakers: Objectives Outine content (summary of panned activities) Resources, equipment, websites Language, reading, writing, numeracy and or digita iteracy (Decide objectives based on the group s needs and the importance to the topic) 10

13 Participant evauation of session Session number: Topic: Date: 1. Did you enjoy today s session? Yes No Why? 2. What did you find most usefu about the session? 3. What woud you change about it?? 4. Any other comments or suggestions: Thank you for taking the time to fi this in. 11

14 Tutor record and evauation of session Session number: Topic: Date: 1. Participants present: Numbers See sign in sheet. 2. Session content: Activities Resources used Comments Opening circe Reaxation exercise Physica activity Session topic activities Wrap up 3. Group participation and engagement 12 Continued on next page

15 4. Participants evauation Attach competed evauation sheets. Use this space to record main points from participants evauation. 5. If panning this session again, what changes, if any, woud you make? 6. Notes for next session (Incude any support needed from programme partners) 7. Any other comments 13

16 Participant evauation of the course How many sessions did you attend: 1. What did you enjoy about the programme? 2. What did you find most usefu? 3. Did you achieve what you wanted? Yes No Pease comment 4. What woud you change about it?? 5. Any other comments or suggestions: 14 Thank you for taking the time to fi this in.

17 Session structure The introductory course has ten sessions. We recommend 2 ½ -3 hours per session. In this pack the sampe sessions are 3 hours. There are a number of core activities that are common to every session and they frame the activities reated to the specific session topic. Activity Opening circe and check-in Reaxation exercise Break Physica activity Activities focused on the specific session topic Wrap up Purpose Wecome; engagement; persona refection; reaxation; enjoyment of music and iterature Comfort, reaxation Practise exercises that participants can buid into their daiy routines. Refreshment; comfort; socia interaction; informa earning Comfort. Fun Practise appropriate and usefu activities that participants can buid into their daiy routines. Session 1: Getting started: my heath and webeing Session 2: Getting active to keep we Session 3: Using our oca heath services Session 4: Eating we (Part 1) Session 5: Communicating in heath settings Session 6: Keeping our brain active Session 7: Eating we (Part 2) Session 8: Using technoogy to communicate and earn about heath Session 9: Loca resources for heath and webeing Session 10: Keeping we Recap key content. Participants identify persona earning or action points. Evauation Panning for next session 15

18 Core activity: Opening circe and check-in Each session begins with an opening circe a few moments of quiet refection and a round of check-in. These activities hep participants and faciitators to reax, focus and prepare to take part in the session. Preparation Create a reaxing centre point dispay for the group circe: for exampe, a cande or some fowers or soft fabrics or any seasona items. (If using a cande, remember to extinguish it when the activity is finished!) Choose a piece of gente music, asting two or three minutes. Choose a piece of poetry hepfu to reaxation and a sense of webeing. Make copies, in case participants request one. Faciitating the opening circe and check-in Wecome participants as they arrive and ensure that they are sitting comfortaby. Expain the purpose of the opening circe, what it invoves, and how ong it wi ast. Ask participants to turn off mobie phones or to put them on sient, and to take a few quiet moments to enjoy the music and the poetry. Encourage the participants to reax as they isten to the music and poetry, and to focus on the centre point dispay or to cose their eyes if they wish. Pay the music and then read aoud the seected poem. Invite participants to comment. Do a round of check-in: Invite each participant to briefy say how they are, or one thing they are gratefu for in their everyday ife, or something they are ooking forward to. In the first session, aso invite participants to say their name. The next page ists some of the music and poems used on the programmes run in

19 Sampe music These are some pieces of music used on the programmes run in We have eft some paces for you to insert your own. Tite Performer / composer Source Whiter Shade of Pae Proco Harem CD - Meow Moods Unchained Meody Free the Spirit Pan Pipe Moods Conquest of Paradise Free the Spirit Pan Pipe Moods 2 Cande in the Wind Free the Spirit Pan Pipe Moods 2 Chi Mai Ennio Morricone The Cassic Chiout Abum The Mission Ennio Morricone The Cassic Chiout Abum Nimrod Chris Davis The Cassic Chiout Abum Night Song Navajo Thomas Wasskonig Native American Legends Cavatina (theme from the Deer Hunter) Myers (composer) Meow Moods Siver Jooz Gianni The Cassic Chiout abum 17

20 Sampe seection of poems The group members or faciitators coud bring in poems they ike or have written. These are some of the poems used on the programmes run in We have eft some paces for you to insert your own. Tite Author Source (pubisher and date) A time of new beginnings Sephaia Technoogy is changing the word Jimmy Dear Brain Amy Ludwig van Derwater Heathy iving Jasmine Watho Communication Aisha Sherazi Deicious Anita Poems Life is for iving Unknown Fruits & Vegetabes Anita Poems A new day Unknown Wecome Home Pat Ingodsby Wiow Pubications (Dubin) 18

21 Core activity: Reaxation exercise We recommend incuding a short reaxation exercise in every session (in addition to the reaxation exercise in the opening circe). This has immediate benefits during the session itsef, and it introduces participants to short exercises they coud do every day. Here are some exampes of reaxation exercises: Reaxation exercise Source and further information Using a guided reaxation CD or onine resource Mindfuness Visuaisation Forest or beach Suí - The Effortess Experience of Mindfuness, Meditation and Deep reaxation. Using a guided reaxation CD or onine resource YouTube video (3 minutes) Breathing A seection of breathing techniques Artice: Yawn and stretch Quick Guided Reaxation Using a guided onine resource A guided reaxation exercise by Joanne D Amico (6 minutes) A short meditation (1 minute) Meditation The faciitator reads the on-screen directions as the music pays. Adut coouring books are widey avaiabe and there are aso many Coouring and drawing free printabe versions onine. See for some coouring pages, zentanges and mandaas. Expains the Power Pose and how it can ower stress and give a Ted tak: Amy Cuddy sense of empowerment (20 minutes) 19

22 Core activity: Physica activity We strongy recommend incuding at east one compete session on Physica Activity, faciitated by a trained Physica Activity Leader (PAL). We have provided a sampe session in this pack. We aso recommend that you incude a short physica activity in every session. Physica activities can act as energisers in the session and they can aso introduce participants to short activities they coud buid into their daiy ives. Go for Life Go for Life is the nationa programme for sport and physica activity for oder peope. For more information see Before introducing short physica exercises into each session: Ask participants to consut their own heath professiona for advice on physica exercise, and to appy that advice in the session. Read and appy the Heath Service Executive (HSE) guideines avaiabe on the HSE website at See beow for extracts from those guideines: Important genera guideines and Caution signs. Important genera guideines Tak to a heath professiona before starting a physica activity programme to identify your imits. Some minor soreness or stiffness is to be expected at first, but pain is a warning sign to stop. If you have been inactive for years, start with about 5 to 10 minutes of activity at a time, and increase graduay as you get more comfortabe. Choose activities you enjoy and try to mix your activities. Caution signs Stop exercising if you deveop any of the foowing: Chest or upper abdomina pain that may spread to the neck, jaw, upper back, shouder, and arms (ca for hep if this shoud occur as chest pain can be a signa of a heart attack) Panting or extreme shortness of breath Nausea Persistent pain, joint discomfort, or musce cramps 20

23 Sampe seection of short physica activities Activity Notes and suggestions Structured Dance One person in the group can teach the dance moves to any short, simpe dance. Exampes incude the Macarena and basic ine dancing steps. Remember that the idea is to move and to have fun safety is essentia; correct moves are optiona! You can use instructiona videos onine, see exampes * Macarena instructions (4 minutes) * Line Dancing (eectric sid step) (7 minutes) Free Dancing Get suggestions from participants for dance music and everyone can dance however they wish. Remind participants to consut their own heath professiona for advice on dancing and other forms of physica exercise. Musica Statues Designate the faciitator or a group member to act as DJ. The group free-dances to the music, and the DJ pauses the music at any point. Dancers must freeze when the music is paused, and not move unti it starts again. Anyone who moves during the pause is out. Repeat this for severa rounds, unti ony one participant is eft the winner! Simon Says Designate one person as Simon and the others as payers. Simon stands in front of the payers and tes them what they must do. The payers must ony obey commands that begin with the words Simon says. For exampe, if Simon says, Simon says pay guitar, payers must pretend to pay guitar. Then if Simon says wave your hands in the air, but without saying Simon says, payers must not wave their hands in the air. Whoever foows the command that does not incude Simon says is out of the game. Keep safety and weness in mind and taior moves to the abiities of the group. Stress that participation is vountary. These instructions are adapted from: Action charades Each participant takes a turn to mime an activity, such as a sport or daiy activity. The game can be payed in teams or participants can take turns to try out a mime. Energizers For exampe: stretches, quick shake-outs, wak around the room. Look onine for more suggestions. 21

24 Core activities: Wrap up Chair aerobics Chair aerobics is particuary good for peope with imited movement. Check out the HSE chair aerobics booket here Tai chi Introduce some basic tai chi movements. See video (8 mins) Summary and main earning points Ask participants to name one main earning point they re taking with them from the session. Sum up main points from the session. Evauation Invite participants to give verba feedback on the session. Ask participants to compete an evauation sheet see page 11 Panning for next session Preview the next session, and pan for it with the participants. Coage made by participants at the end of the course 22

25 Sampe session outines and activities This section starts with sampe outines for Sessions 1-3. These outines wi show the recommended session structure: with core activities anchoring the topic specific activities. Sampe session handouts and worksheets are incuded for these sessions. 1 Getting started: my heath and webeing page 25 2 Getting active to keep we page 31 3 Using our oca heath services page 41 For Sessions 4-10, we make suggestions for topic-specific activities and provide inks to resources. 4 Eating we (Part 1) page 50 5 Communicating in heath settings page 53 6 Keeping our brain active page 57 7 Eating we (Part 2) page 59 8 Using technoogy to communicate and earn about heath page 62 9 Loca resources for heath and webeing page Keeping we page 66 More handouts and worksheets for these sessions are avaiabe onine at Preparation for a sessions Seect the reading and music for opening circe. Check a equipment is working propery. Provide penty of drinking water. Print or photocopy any handouts and worksheets to be used in the session. Gather copies of reevant, up to date heath promotion pubications (approved by the heath services). Check reevant websites for accurate and up to date information or resources. 23

26 Coage made by participants at the end of the course 24 Participants and tutors with Mayor of South Dubin County Counci, Guss O Conne December 2016

27 Session 1: Getting started: my heath and webeing (3 hours) Aims: 1. To wecome and introduce participants 2. To agree objectives, outine content and ways of working together as a group 3. To expore understandings of heath and webeing Objectives: By the end of this session, participants wi have had the opportunity to: begin to get to know each other and the tutors; contribute to agreed objectives, outine content and ways of working together; express their expectations and concerns; identify a confidentia persona goa or aspiration for the programme; and expore what heath and webeing means. Materias: List of participants names Timetabe Course overview Worksheet: What is heath and webeing? Handout: Six types of heath Seected reading and music for opening circe Paper, pen, enveope for each participant Equipment: PowerPoint SmartScreen Fipchart and markers Music payer 25

28 Session 1 Outine Activity 1: Wecome, Introductions, and Opening Circe 15 Begin by wecoming everyone, and introducing yoursef. Give important heath and safety information: ocation of the fire exits, and the centre s evacuation procedures. Point out where the toiets are. Invite participants to introduce themseves simpy by giving their name at this stage. Carify housekeeping rues of the centre such as times for breaks. Expain the purpose of the opening circe, and that this wi be a feature of every session. Faciitate the opening circe (see page 16). Activity 2: Icebreaker 15 Choose an icebreaker to hep participants begin to get to know each other. Exampe: In pairs, tak about an activity you did when you were a chid (for exampe, a chidhood game you payed). Visit each pair briefy to encourage participation in the discussion. Faciitate feedback from the pairs to the whoe group. Ask that the person feeding back introduce themseves and their partner, and briefy describe the two activities. Activity 3: Comfort Agreement 10 Expain that a comfort agreement is a group contract an agreement between the group members on some basic points that wi hep everyone to take part comfortaby in the programme. Ask the group for suggestions and write these on the fipchart or whiteboard. Ensure that the points made are primariy from the participants. Make suggestions if the participants are strugging to come up with their own ideas. For exampe, confidentiaity or mobie phones on sient. Activity 4: Course overview Give an overview of the course objectives and outine. Invite and respond to any questions. Expain that you wecome suggestions from participants, in this session and as the course proceeds. Give an overview of the session objectives and outine content; invite comments and respond to any questions. Agree session objectives. Point out that the course is a iteracy friendy course and expain what that means. (See page 2)

29 Activity 5: Expectations and concerns 15 Faciitate participants to express their expectations and hopes from the course, as we as any concerns. You coud stay in whoe group for this exercise. Invite Expectations and hopes first and ist these on fipchart. Then invite and ist Concerns. Comment and respond on these as appropriate. Activity 6: Reaxation exercise 10 Faciitate a reaxation exercise. See ist on page 19 for exampes of exercises used on the programme. Break 20 minutes Activity 7: Physica activity 10 Faciitate a short physica activity. See ist on page 21 for exampes of exercises used on the programme. Activity 8: Persona goa: A Letter to Sef 15 This is a way for participants to set a persona goa for the course. Expain that this is confidentia to each participant: something that the person thinks they woud ike to get from the course that woud improve their own sense of webeing. Give each participant a piece of paper and an enveope. Invite the participant to write a note or etter to themseves, stating one thing that they woud ike to have changed or achieved by the end of the course. Expain that this can be a few ines or a few words or a drawing or symbo: it is for your eyes ony. When they have finished their persona note, participants put it in the enveope, sea the enveope and write their name on it. The faciitator wi sea each of the confidentia notes in a arge enveope, to be opened in the fina session. It is important to note that these goas are persona and need not be reveaed to the group uness the participant wishes to do so. 27

30 Activity 9: What is heath and webeing? 40 The aim is to carify that heath and webeing invoves a number of interreated factors. In whoe group or in pairs, ask participants to consider: What is heath and webeing? What are the different types of heath and webeing that interest you? Record responses on fipchart. Ask participants to work in pairs to compete the Worksheet: What is heath and webeing, using words or images to identify different types of heath and webeing. Invite feedback from pairs and faciitate discussion. Distribute Handout: Six types of heath on inter-reated types of heath. Read through the handout, pausing after each key point to check understanding and ask for participants views. Invite participants to give exampes of each of the different kinds of heath. Staying heathy and we invoves ooking after each of the different kinds of heath identified in this activity. Note: This topic may bring up persona experiences and feeings for participants. It is important to be sensitive to this and to maintain safe and comfortabe boundaries in the discussion. Activity 10: Wrap up 15 Summary and main earning points Ask participants to name one main earning point they wi take from the session. Sum up main points. Evauation Invite participants to give verba feedback on the session. Ask participants to compete an evauation sheet see page 11. Preparation for next session Preview the next session, which wi focus on the importance of physica activity in maintaining and improving heath and webeing. Expain that the session wi be co-faciitated by a Physica Activity Leader. Respond to any questions participants may have some may be concerned about taking part in physica exercises. Expain taking part in the physica exercises wi be optiona and that the session wi aso invove ots of usefu information and discussion. 28

31 Worksheet: What is heath and webeing? Different types of heath and webeing 29

32 Handout: Six types of heath Physica heath is being abe to rey on your body to work efficienty and reates to being physicay fit and we and iving to fu physica potentia. Menta heath is the being abe to think ceary and coherenty. Emotiona heath is being abe to recognise and express emotions such as fear, joy, grief and anger. It may aso mean coping with norma stress, tension, depression and anxiety that are part of a our ives. Socia heath is being abe to reate heathiy to other peope. Societa heath is about promoting heathy and caring communities and neighbourhoods. It is difficut to be heathy in a society that does not provide the resources for basic physica and emotiona needs. Spiritua heath may be expressed through reigious beiefs and practices, ove of nature. It is aso to do with persona and mora beiefs and ways of achieving peace, serenity and creativity. Physica Emotiona Menta Spiritua Societa Socia 30

33 Session 2: Getting active to keep we (3 hours) Aims: 1. To promote the benefits of physica activity for heath and webeing 2. To introduce participants to physica activities they can buid into daiy ife 3. To identify oca amenities or organisations Objectives: By the end of this session, participants wi have had the opportunity to: assess their current eve of physica activity; discuss the benefits of physica activity for heath and webeing; try out some exercises they can buid into daiy ife; and find out about oca physica activity groups and opportunities. Preparation: In addition to the standard preparation: We recommend that you invite a guest faciitator such as a oca Physica Activity Leader. Make contact with them prior to the session and run through the topics to be covered and any specific needs of the group. Ensure the room has enough space for safey carrying out the physica activities. Provide penty of drinking water (there wi be a greater need for this during this session). Ensure any chairs to be used for chair-based exercises conform to the HSE safety guideines given in the pubication Easy Exercises (see next page). Make sure that the chair you use is sturdy and stabe and on an even surface. An upright chair without arms is idea. It wi encourage better posture and give you space for arm exercises. However, if you have poor baance consider using a chair with arm rests for support. Your thighs shoud be parae to the foor and your feet resting fat on the foor. 31

34 Materias: Worksheet: Quiz: How active are you? (Source: Source: Get Active Your Way booket Handout: Keeping the hands strong and fexibe Handout: Activity diary Usefu print pubications: Tite: Easy Exercises: A chair-based programme for oder aduts Pubisher: Heath Service Executive (2008; 2010). Reevance: An easy to foow guide to exercises which enabe peope with imited mobiity to gain the benefits of being more active. Web ink: Tite: Get Ireand Active: Get active your way! Pubisher: Heath Service Executive (2009) Reevance: Booket fu of tips for getting started on increasing physica activity Web ink: Tite: Better handwriting for aduts Pubisher: NALA Reevance: Exercises to maintain hand strength and fexibiity (page 6) Web ink: Tite: Pubisher: Reevance: Web ink: Heath Exercise Worksheets NALA Heath information and worksheets to try out Usefu websites: The Oder Aduts section of the Get Ireand Active website incudes a range of very usefu factsheets and tips. The next page has tips to get active taken from the webpage - see

35 Tips to get active Here are ten easy tips to get you active and keep you in tip, top shape. 1. It s never too ate. Everyone of every age can benefit from being active. If you have a chronic condition such as diabetes, heart disease or osteoporosis or if you have symptoms such as chest pain or pressure, dizziness a joint pain, tak to your GP before you increase your activity eves. Most heath conditions are heped by being physicay active. 2. Take it easy. Begin with 5 to 10 minutes a few times a week and graduay increase to reach the recommended 30 minutes five days a week. 3. Wear proper fitting shoes. If you are buying new shoes, have your feet propery measured by an expert in a shoe shop or a sports shop. 4. Wak. As much as you can it s a great form of activity and it s free. 5. Active hoidays days out. There are many beautifu parks/beaches where it is safe to wak. 6. Active house work. Gardening, washing foors and windows are good ways of keeping active around the house. 7. Join a group. There are many group activities for oder peope. The Go for Life programme is running in many communities. 8. Be active indoors. Shopping centres are a good pace to wak when the weather is bad. 9. Move in your chair. They Go for Life programme wi show you how to be active whie you sit. 10. Adapt. If you have a movement or sensory difficuties you can adapt the activity. For further information, contact your oca sports partnership sports incusion disabiity officer or the CARA Nationa Adapted Physica Activity Centre Go for Life is an Age and Opportunity initiative funded by the Irish Sports Counci. Visit the Age and Opportunity website Watch the short video (4 minutes) at The Irish Heart Foundation website has a range of usefu resources See in particuar Check your Loca Authority website for information on oca cubs and activities. Check your County sports partnership website for information on oca resources for physica activity appropriate to various ages and abiities. See for exampe the website of South Dubin County Sports Partnership. 33

36 Session 2 Outine Activity 1: Wecome, Introductions, and Opening Circe 15 Wecome everyone back to the group and in particuar wecome any new participants who may not have been abe to attend the first session. Wecome and introduce the Physica Activity Leader (PAL). Faciitate the opening circe. Briefy recap the main points from ast week s session. Ask if anyone woud ike to te the group about any sma changes or heathy choices they may have made since then. Dispay the objectives and outine of this session. Discuss and agree these, with any appropriate changes. Activity 2: Sharing experience and understanding 15 Invite participants to give exampes of what they understand by physica activity. Then invite brief exampes of physica activities participants currenty engage in, and note these. Ask participants to suggest what the benefits of physica activity are and note these. Points to highight: Physica activity incudes routine activities, ike waking to the shops, doing housework or gardening, as we as specific exercises. The many benefits of physica activity: It promotes heathy growth and deveopment in chidren and young peope. It contributes to cognitive function. It is important for heathy ageing and heps to maintain quaity of ife and independence when we grow oder. It is aso a preventative factor for many non-communicabe diseases. Get Ireand Active! Nationa Physica Activity Pan for Ireand (Page 3) Activity 3: Hand exercises 10 Faciitate participants to carry out exercises for maintaining fexibiity and strength in fingers and hands see Handout: Keeping the hands strong and fexibe (page 38). 34

37 Activity 4: Physica Activity Leader (PAL) input and activities Introduce the Physica Activity Leader (PAL). They wi ead this part of the session. Key points coud incude: Describe the roe of Physica Activity Leaders in the community. 35 Expain why reguar physica activity is important to oder peope s heath and webeing. Faciitate questions and answers and group discussion on this. Invite participants to try out some physica exercises that they might be abe to easiy buid into their daiy routine. Lead a series of short physica exercises, appropriate to the group and with reevant safety instructions and guidance. These wi incude exercises to prepare the body propery for physica exercise (warm up activities, such as stretching) and coo-down activities after physica exercise. Faciitate participants to express any questions or concerns they may have. Respond as necessary to ensure everyone is comfortabe and safe. Stress that participation in the exercises is optiona. Expain that participants shoud ony do what they can and stop if they fee any discomfort. Everyone can sti enjoy and benefit from observing the exercises and taking part in the discussions. Tutors shoud take part in the activities on the same basis as participants. Aow penty of rest and discussion periods between the activities: participants can feed back on the activity, and PAL can answer any questions. Break: minutes Activity 5: Becoming more active: tips and information 25 Input from PAL on: The key safety points to keep in mind when increasing your eve of physica activity; Ways to buid physica activity into your daiy routine; and One sma change : Group discuss, with PAL, suggestions for buiding some short physica activities into home ife. Information on oca groups and resources for becoming more physicay active. Distribute a ist of reevant oca groups and organisations. 35

38 Activity 6: Quiz: How active are you? 20 Distribute Worksheet: Quiz, which is based on the quiz in the Get Active booket. Ask participants to compete the quiz. Discuss resuts; recap on importance of becoming more active. Faciitate group discussion: What coud I do to be more active during the week? Distribute copies of the Get Active Booket. Point out the Getting started section and the Getting more active section in particuar, and read out some of the suggestions. Distribute Handout: Activity Diary. Encourage participants to compete this over the coming week. Activity 7: Reaxation exercise 10 Faciitate reaxation exercise. See ist on page 19 for exampes of exercises used on the programme Activity 8: Wrap up 20 Summary and main earning points Ask participants to name one main earning point they re taking with them from the session. Sum up main points. Evauation Invite participants to give verba feedback on the session. Ask participants to compete an evauation sheet see page 11. Preparation for next session Preview the next session, and agree a task in preparation for it. For exampe, ask participants to find out about a oca heath and webeing service and to share that information at the next session. 36

39 Worksheet: Quiz: How active are you? 1. How often are you active at home gardening, vacuuming, ceaning windows? a) Never b) Some days c) Most days 2. How active is your work? a) Not active sitting or driving most of the day b) Light active some waking invoved c) Very active a ot of waking, ifting or other manua activity 3. How often are you active waking, cycing, dancing, tennis, footba or other activities? a) Never b) Some days c) Most days 4. When you exercise, how do you fee? a) Not very different to when I m not exercising b) Warm, my heart rate is faster and I m sighty out of breath but I can sti have a conversation c) I m sweating, my heart rate is very fast, I m breathing heaviy and concentrating hard Answers: Mosty As You re not as active as you need to be to get benefit. Check out the Getting started section for ways to increase the amount of activity you do each week. Mosty Bs You ve made a reay good start and are enjoying some of the benefits. Mosty Cs We done. Keep up the eve of activity in your daiy routine. From: Get Active booket: 37

40 Handout: Keeping the hands strong and fexibe When you write, you use musces in your hand, wrist and shouder. If you don t write very often, your hand might cramp or get tired easiy. Spending a coupe of minutes doing the foowing warmup exercises wi hep the musces in your hand get stronger and more fexibe Stretch and wrigge your fingers for a few seconds. Make a fist and then stretch out your hand Touch each finger to your thumb. Try it to your favourite tune! Pay an imaginary piano on the tabe. Move your wrists in a circe. Ro your shouders forward and back 38

41 Handout: Activity diary Week 1 Goa: Day Activity Minutes Tota Monday Tuesday Wednesday Thursday Friday Saturday Sunday Week 2 Goa: Day Activity Minutes Tota Monday Tuesday Wednesday Thursday Friday Saturday Sunday 39

42 Week 3 Goa: Day Activity Minutes Tota Monday Tuesday Wednesday Thursday Friday Saturday Sunday Week 4 Goa: Day Activity Minutes Tota Monday Tuesday Wednesday Thursday Friday Saturday Sunday 40

43 Session 3: Using our oca heath services (3 hours) Aims: 1. To expore how to manage our own heath and webeing 2. To share information on oca heath and webeing services Objectives: By the end of the session participants wi have had the opportunity to: identify their strengths in areas of heath and webeing; identify some areas for positive change and some change strategies and supports; find out what heath and webeing services are avaiabe ocay; and take part in a reaxation exercise and a physica activity. Preparation: In addition to the standard preparation: Prepare a ist of oca heath and webeing services and make copies for each participant. Materias: Worksheet: My heath circe Worksheet: Taking responsibiity Handout: List of oca services PowerPoint presentation List of oca services. Equipment: PowerPoint SmartScreen Fipchart and markers Music payer 41

44 Session 3 Outine Activity 1: Opening circe and check-in 15 Wecome everyone back to the group. Faciitate the opening circe. Briefy recap the main points from ast week s session, and ask how participants have got on since then. Ask if anyone woud ike to te the group about any sma changes they may have made since then to maintain and improve their physica activity. Dispay the objectives and outine of this session. Discuss and agree these, with any appropriate changes. Activity 2: Identifying range of heath and webeing services 15 Ask the group to identify the range of heath and webeing services that are commony avaiabe, that they have deat with or know of. For exampe, the ist might incude Genera Practitioners, hospitas, pharmacists, physiotherapists, dieticians. List these on the fipchart. Expain that NALA works with heath service providers to promote cear communication of heath information. That s one side of what we mean by heath iteracy and numeracy. The other side is to deveop our own confidence in communicating with our heath service providers. This course wi incude some tips and practice in that. Activity 3: Sharing information on oca heath and webeing services 30 Invite participants to share information about oca heath and webeing services that they visited or found out about during the week. Provide practica information in each case, such as: What services are provided? When and where? What cost if any is invoved? Faciitate discussion on the benefits of using the oca services. Then ask the group to consider their experience of communicating with these services. For exampe, is it aways easy to understand the anguage used, or to get the main heath message ceary? Is it easy to foow and understand written heath information or instructions? Are there any obstaces that might make it difficut for participants to use them? What soutions might there be to those? 42

45 Distribute the ist of oca services you have prepared. If other services have been mentioned by participants, agree to add those to the ist for the foowing week. Activity 4: My heath circe 25 Remind participants of the six types of heath identified in Session 1. Recap on those areas, inviting participants to give practica exampes of each. Give each participant a copy of Worksheet: My heath circe. Expain that this exercise is to hep participants to begin to identify possibe goas they might ike to set for maintaining and improving their heath and webeing. Ask participants to work individuay, using the worksheet to hep: - identify the areas of heath and webeing that are most important to them, and - refect on the baance between the different areas of heath and webeing, and whether there is any positive change they might ike to make. Activity 5: Reaxation exercise 10 Faciitate a reaxation exercise. See ist on page 19 for exampes of exercises used on the programme. Break minutes Activity 6: Physica activity 10 Faciitate a short physica activity. See ist on page 21 for exampes of activity used on the programme. Activity 7: Taking responsibiity for persona webeing 10 Participants divide into sma groups. Hand out Worksheet: Taking responsibiity. Expain it is intended to hep us think about different aspects of our ives that affect our heath and webeing, to identify where there are positives and where we might be abe to make positive changes. Aow time for individuas to think through this topic, using the activity sheet as a guide. 43

46 Note: Not every participant wi fee comfortabe discussing areas of their own ives but they may ike to offer possibe soutions and strategies. The faciitator can highight the points that have come up in the sma group discussions without identifying individuas. Activity 8: Identifying change strategies and supports 25 Foowing on from previous exercise, take one of the exampes given. Spit the group into three groups and ask them to ook at: - What were the chaenges? - Woud I do anything differenty next time? - What coud the service have done differenty? - Other soutions. Faciitate discussion based on participants feedback from this activity. Give out Handout: Tips for managing my heath. Give our Handout: List of oca services for peope to take home and fi in Activity 9: Wrap up 10 Summary and main earning points Ask participants to name one main earning point they wi take from the session. Sum up main points Evauation Invite participants to give verba feedback on the session. Ask participants to compete an evauation sheet see page 11. Preparation for next session Preview the next session and agree a task in preparation. For exampe, ask participants to bring in food abes, recipes, and to think about questions they might ike to ask the dietician who wi be acting as guest faciitator for one of the Eating We sessions. 44

47 Worksheet: My heath circe Divide up your heath circe into six parts, giving the bigger part to the things which are most important in your ife. Then write in a the words you associate with that part of your ife, for exampe on the spiritua part you might have prayer, nature, beiefs. Emotiona Spiritua Menta Societa Physica Socia Emotiona Refect Look at the heath circe you have drawn. Ask yoursef are you happy with the baance in your ife, or are there things you d ike to change in your heath circe? 45

48 Worksheet: Taking responsibiity Look at your own ifestye and ist the things which are not good for your heath. Then ask yoursef what changes can you make. Changes 46

49 Handout Tips for managing my heath I am prepared for meeting with heath service providers. I think about any concerns beforehand and write my questions down. I ask questions. When I don t understand a medica term or concept, I ask for it to be expained to me more simpy. I check that I understand what has been said to me. I repeat back to the heathcare provider what I think they said and what I must do. I make sure I know the answers to these 3 questions before I eave the meeting: 1. What is my main probem? 2. What do I need to do? 3. Why is it important for me to do this? (Taken from Ask Me 3 Campaign: 47

50 Handout: List of oca services Service Name Contact phone number Notes Doctor or GP Pharmacist HSE Primary Care centre Pubic Heath Nurse Dentist Chiropodist 48

51 Sessions 4 to10 This section provides sampe content for Sessions For each of these we provide sampe aims and objectives and session topic activities. We have not incuded the Core Activities (these are described in Sessions 1 3 earier). 49

52 Session 4: Eating we (Part 1) Aim: 1. To expore eements of heathy eating 2. To identify the recommended daiy aowance for sat and sugar 3. To suggest ways to improve our current diet Objectives: By the end of this session, participants wi: have a better understanding of eements of heathy eating such as the new food pyramid, portion sizes and nutrients; and have identified a heathy eating goa. Sampe activities: Activity 1: The Food Pyramid 35 Invite participants to say what they aready know about the Food Pyramid. Expain the purpose and structure of the Food Pyramid. It is important to understand this as the basis of heathy eating pans. Faciitate an exercise to reinforce practica understanding of the Food Pyramid. For exampe: Pace a arge image of a bank Food Pyramid on the foor or tabe. Provide images or modes of a range of foodstuffs and invite participants to pace them on the correct sheves in the Food Pyramid. Check understanding. Carify and reinforce key points. Resources The new Food Pyramid was pubished by HSE in eary It paces fruit and vegetabes on the bottom shef, to show that they are the most important food group. See the new Food Pyramid at See aso Safefood website 50

53 Activity 2: Portion sizes 25 Ask participants to say what they aready know about the roe of portion sizes in heathy eating. What woud they consider a heathy portion size for a dinner for themseves and for different famiy members? Faciitate an exercise to hep participants become famiiar with the key points about portion size. For exampe: Distribute paper pates and cooured markers. Ask participants to draw a baanced, heathy mea on the paper pate, with appropriate portion sizes. The guest dietician wi provide expert input and faciitate group activities to hep participants become famiiar with the key points about portion size. Resources Check recommended heathy portion sizes with reference to up to date guideines from HSE. See HSE Factsheets on See aso Safefood website Activity 3: Nutrients 30 Ask participants: What are the key nutrients? Where do we find each of these nutrients? (In which kinds of foods?) Taking each nutrient in turn: What is its function? That is, how does it affect the body? The guest dietician wi carify the key points and guide the discussion on nutrients. Resources Other resources Heathy Food for Life:The Food Pyramid guide to every day food choices for aduts, teenagers and chidren aged five and over 10 Simpe Dietary Guideines to hep you stay we into oder age Factsheets on 51

54 Food Pyramid See the new Food Pyramid at 52