Nutrition for Health and Sport

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Copyright 2015, The University of Sydney

Faculty of Education and Social Work

The University of Sydney

EDGU1003Diet and Nutrition for Health and Sport

Unit of Study Outline

Session 1, 2015Last revised: Mon, 23 Feb 2015 15:24:11 +1100

External Units Group University of Sydney

Diet and Nutrition for Health andSport

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Unit of Study Details

Credits: 6Prerequisites: NilPreparation:

Teaching Staff Details

Unit of study coordinator: Dr. Wayne CottonRoom and building: 404 A36Phone number: 02 9351 6278Email: [email protected] for student consultation:Students seeking consultations should email their lecturer/tutor and arrange for a mutuallyagreeable time to meet. It is appropriate to email your lecturer and tutor at the email addressprovided in this Unit of Study Outline.Other staff:Thea Werkhoven - email: [email protected] : [email protected] Wilson - email: [email protected]: [email protected]

What is the unit about

Rationale

Nutrition is important for physical growth and health throughout the human lifespan, duringpregnancy, childhood, adolescence, adulthood and the senior years. Nutrition is a crucialfactor in sports performance and athletic endeavours, because food is used as fuel for physicalactivity. Diet and nutrition affect body composition, the day to day functioning of the humanbody and nutrition also affects the brain and cognitive performance. Students in this unit ofstudy will be able to analyse the content and quality of their own diet and make informeddecisions concerning foods, nutrients and supplements to optimise their daily nutrient intakeand physical performance.

Australian Teaching Standards

1. Know students and how they learnEDGU1003 students will be able to determine the appropriate method to teach the currentfood models and guidelines to future students with a focus on making the informationaccessible, easily understood and easily applicable to daily food and beverage consumption.They will also have a sound knowledge of what consists of a food serve and be able to explainthis with/without using food models as aides. A large component of the course will be menuplanning according to varying budget and access to food with the aim of preparing studentsto be able to plan a weekly menu of foods and beverages that are nutritious, include variedingredients and satisfy the Australian Dietary Guidelines for each age group.2. Know the content and how to teach itCourse participants will be familiar with the basics of nutrition including the importantvitamins and minerals needed to maintain good health, their importance in the diet and wherethey can be found as well as practical ways to maintain good levels of consumption. They willalso be familiarised with a world view of nutrition policies and issues including malnutrition



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and gain a historical understanding of food preparation methods and consumption patternsfrom the hunter gatherer diet to today. This standard will be assessed through quizzes onlecture content, required readings and tutorial activities.3. Plan for and implement effective teaching and learningAfter learning how to create a wide range of nutrition resources based on evidence basedknowledge, EDGU1003 participants will be able to create lesson plans covering a widerange of nutrition topics for future classes including handouts, activities, discussion topics, group and individual tasks as well as tasks using technology and food models. These skillswill be taught through a series of lectures and tutorials on the basics of nutrition includingan introduction to the macronutrients, recommended ratios of macronutrients in the diet, how to measure energy, an introduction to vitamins and minerals and an in depth look atcarbohydrates and myths surrounding them.4. Create and maintain supportive and safe learning environmentsStudents will learn how to teach nutrition in an environment where there will be varyinglevels of assumed nutrition knowledge, varying levels of comprehension of the basics ofnutrition and also varying nutritional statuses including special diets, cultural backgrounds, religious diets and varying weight statuses. They will be able to teach nutrition at theconclusion of this elective in a non judgemental way, focusing on increasing knowledge andadopting an attitude of inclusion whereby all students are able to share their new skills andknowledge and further increase one-another's understanding.5. Assess, provide feedback and report on student learningBy gaining feedback on assessments that they complete, students will be familiarised in waysto competently and positively give feedback to future students that focus on ways to improvetheir knowledge and writing skills. Hence the assessments in this elective will further supportthe ability of students to provide feedback and support in a positive way.6. Engage in professional learningTopics covered in this elective will support the overall professional knowledge of a widerange of professionals. It is aimed that the nutrition knowledge covered in this elective willbe practical and applicable to the student's own lifestyle and diet and therefore allow them theskills to make changes in their own nutrition behaviours, carrying over to those that they willmaintain in their professional and daily lives.7. Engage professionally with colleagues, parents/carers and the communityStudents that complete this elective should be able to communicate their nutrition knowledgeto a wide range of people at the conclusion of this course, including those that have nonutrition knowledge to health professionals. In this way it is hoped that their skills will enablethem to communicate professionally and provide accurate knowledge.

Priority Areas

3. Information and communication technologiesEDGU1003 has a focus on diet and nutrition in contemporary society, and will equip studentswill the skills to use current computer programs and smart phone 'apps' to complete dietaryanalysis.

Desired outcomes

As a result of successfully completing this unit of study students should be able to:1. Critique nutrition education models and how they can be utilised to select a healthy diet.



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2. Understand the reasons for eating, influences on nutrition and the role of food andnutrition in daily life.

3. Identify macronutrients including carbohydrates, protein, fats and alcohol as well asmicronutrients, using a range of information and contexts.

4. Understand how the body utilises foodand water for fuel, growth, health and exercise.5. Identify the benefits and limitations of different types of diets including vegetarian,

weight loss and sports performance diets as well as fad diets.6. Identify how diet and nutrition can affect the brain and cognitive performance.7. Understand dietary problems such as child malnutrition, eating disorders, dehydration,

food allergies, fad diets and vitamin deficiencies.8. Analyse the nutrient content and adequacy of their own diet using computerised

nutritional analysis software and apply their nutrition knowledge to addressconsequential nutritional problems.

9. Utilise the personal nutritional analysis of their diet to reflect, self-evaluate and improvetheir diet and nutrient intake.

10. Understand the effect that diet can have on chronic health problems such as diabetes, overweight, metabolic syndrome and heart disease.

Topics

Nutrition education and food education models and how they can be utilised to select ahealthy diet.

The reasons for eating, influences on nutrition and the role of food and nutrition in dailylife

Food components and how the body uses them carbohydrates, protein, fats, fibre, alcohol and water. Why the human body needs these nutrients and how we utilise themfor growth, health and physical activity.

Major important vitamins including vitamins C, B-group, A, D, E and K; where they areprovided in foods; deficiency of these minerals, such as scurvy and anaemia.

Major important minerals including iron, calcium, zinc; where they are provided infoods; deficiency of these minerals, such as anaemia.

Relationship of diet to chronic disease including an in-depth look at diabetes, overweight, metabolic syndrome and heart disease.

Different types of diets vegetarian diets, weight loss diets, fad diets, sportsperformance diets, sports supplements such as amino acids, creatine monohydrate andsports drinks.

Diet, nutrition and the brain cognitive performance. Dietary problems such as child malnutrition, eating disorders, dehydration, food

allergies and food sensitivity/intolerance. Practical advice on how to eat a healthy diet, including eating healthily on a budget,

modifying recipes and mindful eating. Supermarket shopping, farmers markets, organic vs non organic, fresh vs frozen and

superfoods. Basic cooking skills. Computer nutrient analysis of the content of students diet, vitamins, minerals and

nutritional adequacy or deficiency.



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Timetable and Teaching Mode

The Faculty of Education and Social Work requires attendance of at least 90 per cent of allseminars, workshops or lectures. Where a student is unable to attend at the required rateevidence of illness or misadventure may be required and the student may be required toundertake extra work. Students should discuss the circumstances of their absence(s) withthe co-ordinator of the unit of study.Lectures will run from Week 1 through to 12 with tutorials following each lecture.Lectures will run for 2 hours and tutorials will run for 1 hour.

Schedule

Week Content ReadingsWeek 1 Introduction and course outline.

What is nutrition and how is itrelated to health?Australian food culture.The importance of food to theAustralian economy.

http://www.anfil.org.au/http://www.betterhealth.vic.gov.au article Food varietyand a healthy diet

Week 2 Digestion and energy.Introduction to Macronutrients.Vitamins and Minerals

https://www.nrv.gov.au/nutrients

Week 3 The average Australian diet.The Australian Dietary Guide-lines and Australian Guide toHealthy Eating.Food measures.Nutrition campaigns.

http://www.nutritionaustralia.org/national/resource/aus-tralian-dietary-guidelines-2013http://www.measureup.gov.au/http://www.healthyactive.gov.au/

Week 4 State of Australia's health.AusDiab study and the NationalHealth Survey results.Measures of health.Conditions linked to diet.

https://www.bakeridi.edu.au/ausdiab/http://www.abs.gov.au/australianhealthsurvey

Week 5 Diabetes.Metabolic Syndrome.The gut microbiome.

http://www.healthyactive.gov.auhttp://www.heartfoundation.org.auwww.australiandiabetescouncil.com/

Week 6 Life cycle nutrition.Healthy eating practices.

The Australian Dietary Guidelines, 2013 version.http://www.nutritionaustralia.org/national/re-source/shopping-good-healthhttp://www.nutritionaustralia.org/national/resource/tips-budget-buying

Week 7 Food safety.Food additives.

http://www.foodstandards.gov.au/science/chiefscien-tist-desk/Pages/Food-additives.aspx

Week 8 Food labelling.Special Diets.

http://www.foodauthority.nsw.gov.au/_Docu-ments/consumer_pdf/Foodlabelling_brochure.pdf



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Week Content Readingshttp://coeliac.org.au/http://www.gesa.org.au/consumer.asp?id=90http://www.sswahs.nsw.gov.au/rpa/allergy/http://www.cs.nsw.gov.au/ rpa/allergy/

Week 9 Starvation and malnutrition.Fad dieting.Eating disorder nutrition.

http://archive.today/qR2RA

Week 10 Nutrition, weight and health.Fitness not fatness.Mindful eating

http://www.haescommunity.org/ Langland, J. (2012).Fitness not Dieting is the Prescription for Obesity. Min-nesota Medicine, 98(12), 1-5.Chapter 2. Planning a Healthy Diet. Highlight: Vegetar-ian Diets. Understanding Nutrition, Whitney & Ross.

Week 11 Nutrition myths & questionsfrom students.Caffeine.Exam nutrition.

http://www.nestle.com.au/nhw/resources/food-and-nu-trition-myths-busted

Week 12 Sports nutrition http://www.sportsdietitians.com.au/factsheets/http://www.ausport.gov.au/ais/nutrition/factsheetsWhitney & Ross. Understanding Nutrition: Chapter 14.Fitness: Physical Activity, Nutrients, and Body Adapta-tions. Highlight: Supplements as Ergogenic Aids.

Assessment

Assessment policies

All assessment in this Unit of Study occurs in conformity with the policies of the Faculty ofEducation and Social Work as outlined on the Faculty web-site. Please refer to this on suchmatters as:

Marking and grading Questioning a mark Submitting an assignment Exams Seeking an extension Penalties for late submission of work Plagiarism and academic honesty Seeking special consideration Seeking leave of absence Student appeals processAll students enrolled in this Unit of Study are expected, without exception, to familiarisethemselves with these policies. They are available at the following web-site:http://sydney.edu.au/education_social_work/current_students/assistance_forms/policies.shtml



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All assignments must be submitted with the Faculty cover-sheet attached and completed.This is available from the Faculty of Education and Social Work web-site (http://sydney.edu.au/education_social_work/current_students/assistance_forms/resources/assignment_coversheet.pdf).The University of Sydney has adopted severe but fair procedures for dealing with plagiarism.It is imperative that students understand what constitutes plagiarism. The threat of beingaccused of plagiarism is generally relieved by expert referencing of your assignments. If youare not sure how to reference well, please refer to the publications of the Faculty mentionedabove, and in particular the following web-site:http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/254&RendNum=0

Assessment tasks in this unit of study

Task Weight Wordcount

Duedate

Out-comes

AustralianTeachingStandards

Multiple Choice Quizzes 60 n/a End ofWeeks 3,6, 9 & 12

1through10

1, 2, 3, 4, 5, 6, 7

Dietary Analysis 40 2000words

Week 10 7 & 8 1, 2, 3, 4, 5, 6, 7

1. Multiple Choice QuizzesDue date for completion: End of Weeks 3, 6, 9 & 12Submission instructions:Online multiple choice quizzes will be available on Blackboard for completion between 12:00noon on Thursday - 8pm Friday in weeks 3, 6, 9, and 12. Beyond 8pm each submissionweek, the quizzes will close.Due date for completion:1. Quiz 1: Week 3 Friday 20/03/15 closing at 8pm2. Quiz 2: Week 6 Friday 17/04/2015 closing at 8pm3. Quiz 3: Week 9 Friday 08/05/2014 closing at 8pm4. Quiz 4: Week 12 Friday 30/05/2015 closing at 8pmAfter quizzes have been closed you will have to contact your tutor or lecturer to obtain apassword to complete the quiz if you have a legitimate reason and have applied and beensuccessfully granted special consideration.Detail:Detail:There are four multiple choice quizzes, each comprising of 30 questions reviewing the contentof the previous weeks topics. Each quiz is weighted 15% of your total assessment mark andwill review content from lectures and tutorials.Quiz 1 in week 3, will review content from weeks 1-3.Quiz 2 in week 8, will review content from weeks 4-7.



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Quiz 3 in week 10, will review content from weeks 8-10.Quiz 4 in week 12, will review content from weeks 11-12 and an overview of all topics.Assessment criteria:Students will have one opportunity to complete each quiz and will have an individual scorefor each, where each quiz is worth 15%.

2. Dietary Analysis

Due date for completion: Week 10Submission instructions:Report will need to be submitted on Blackboard into the assignment dropbox on the 15/05/15by 5pm, uploaded as either a PDF or Word document. Do not submit your assessment bycopy pasting the information into the dropbox.Any reports uploaded past 5pm will have marks deducted each consecutive day that it is late.Information on how marks are deducted is listed within the Little Blue Book.

Detail:In the lecture and tutorial of week 4, you will recap calculating number of serves of eachfood group in accordance with the Australian Dietary Guidelines appropriate for your ageand gender. You will also be taught how to use the NUTTAB database available online forcalculating nutrients and converting amounts from your portion sizes consumed.To prepare, for 2 days consisting of 1 week day and 1 week end day please keep a detailedfood diary. A food diary template will be available on Blackboard to download and use.Accuracy in amounts, brands and types will be very important. Try not to change your dietfor the two days, your analysis will be more useful if it represents a true intake. Don't forgetto include drinks and fluids consumed as well. This food diary will be submitted with yourassignment.For this task you will keep the two day food diary and using a combination of your lecturenotes, the Eat for Health website and the NUTTAB database you will be expected to: Identify the number of serves of each of the 5 food groups you consume and compare

these to the current Australian Dietary Guideline recommendations relevant to yourgender and age,

Identify your intake of three of the six nutrients listed below, calculate your dailyand average intake using the NUTTAB database and compare the intakes to theRecommended Daily Intakes (RDI's) specific to your age and gender,

Identify foods contributing to your intake of these three nutrients and Make suggestions on ways to improve or maintain your intake for both the food group

servings and three chosen nutrients.When choosing the nutrients of interest, you will have the choice of three out of thefollowing: Protein (g/day or percent of diet analysis) Fibre (g/day analysis) Sodium (salt) (mg/day analysis) Calcium (mg/day analysis)



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Iron (mg/day analysis) Fluids (mL/day analysis, type of fluids)An assignment template will be available for you to download and fill in. It will includethe food diary, nutrient analysis and report questions. If filled in completely it is the onlydocument you will need to fill out and submit on Blackboard. Please do not make your owntemplate but use the one provided.

Assessment criteria:Students will be assessed on their ability to analyse the nutrient content and adequacy of theirown diet using current dietary guidelines and databases and apply their nutrition knowledge toaddress personal nutritional goals.Students will be assessed on their ability to utilise the personal nutritional analysis of theirdiet to reflect, self-evaluate and improve diet and nutrient intake in a 2000 word report.In order to assess the adequacy of their diets, students should complete the template providedon Blackboard and formulate their assignments upon the information requested.Assignment marking criteria will be available to view on Blackboard prior to submission.The 2000 word count will not include food diaries, nutrient analyses or references. Allreferencing should be completed in APA 6th format and be included for any software used, dietary guidelines, journal articles, websites or books. Both the reference list and in-textreferences need to meet the APA 6th guidelines.When sourcing references ensure that information comes from peer-reviewed, scientificsources or comes from reputable sources such as Australian Government sources, professionalassociations or healthcare websites.

Student evaluation

We welcome feedback on this Unit of Study. Please take the time to offer constructivewritten feedback at the end of the semester. The teaching team is committed to theparticipation of learners in the process of planning and evaluation of courses.The following changes have already been made to this Unit of Study as a result of studentfeedback:Student feedback is greatly valued in this subject. At any point you have constructivefeedback to provide, please approach your lecturer or tutor in class to talk to them or sendthem an email listed in this unit of study outline.

References and readings

Suggested Textbooks/ReadingsThe two books that I would recommend obtaining for this course include1. Dr Karl's Brain Food. Dr Karl Kruszlenicki. Pan McMillan Australia (Nov 2011) and2. Essentials of Human Nutrition. Jim Mann and Stewart Truswell. Oxford University Press(4th Ed).Other suggested texts include:- Whitney, E. N. & Rolfes, S.R. (2012). Understanding Nutrition (3rd ed). InternationalEdition, USA.



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- Saxelby, C. (2012). Catherine Saxelby's Complete Food and Nutrition Companion. HardieGrant Books.- Kausman, R. (2005) If not dieting, then what?. Allen and Unwin.- Bacon, Linda (2010). Health At Every Size. BenBella Books.

Nutrition for Health and Sport

Documents

Transcript of Nutrition for Health and Sport