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REC2010 Nutrition For Recreation Activities & Sport

Intermediate · 1 credit · HRH - Health, Recreation, and Human Services

Description
Students explain the role of food and hydration in helping individuals achieve optimal physical performance for recreational physical activities and sport. Students acquire knowledge and skills to plan effectively for nutrition and hydration related to a variety of recreational activities and athletic events. Students examine food labelling and the role of recreation leaders and coaches related to promoting nutrition for performance. Note: This course is listed within a credentialed pathway. Please refer to the CTS Credentialed Pathways document on the Alberta Education website for more information.
Prerequisite
None
Supporting courses
FOD1010: Food Basics HSS1020: Nutrition & Wellness

Outcomes The student will:

  • 1 explain the role of food and nutrients related to physical performance in recreational and athletic activities

    • 1.1 relate “Eating Well with Canada’s Food Guide” to the achievement of optimal nutrition for physical activity and performance

    • 1.2 define a calorie as a unit of measure

    • 1.3 compare caloric values for carbohydrates, proteins and fat

    • 1.4 compare caloric values for a variety of physical activities related to athletic performance, recreation and activities of daily living

    • 1.5 calculate personal daily caloric requirements using measures for:

      • 1.5.1 resting metabolic rate

      • 1.5.2 daily activity level (sedentary, moderately active, very active)

      • 1.5.3 number of calories burned during purposeful exercise

    • 1.6 predict daily caloric requirements for a variety of individuals based on case studies

    • 1.7 describe factors affecting the caloric needs of individuals, including:

      • 1.7.1 age

      • 1.7.2 height

      • 1.7.3 weight

      • 1.7.4 gender

      • 1.7.5 amount of body muscle

      • 1.7.6 amount of daily physical activity

    • 1.8 describe the roles of digestion, absorption and metabolism in the body’s utilization of nutrients found in food

    • 1.9 compare the energy requirements related to physical activity in a variety of recreational and athletic activities and training programs, considering:

      • 1.9.1 carbohydrate requirements for optimal nutrition

      • 1.9.2 protein requirements for optimal nutrition

    • 1.10 relate energy release systems of the body to the nature of the physical activity and to the availability of nutrients, considering:

      • 1.10.1 availability and use of glucose and glycogen

      • 1.10.2 aerobic versus anaerobic energy systems

      • 1.10.3 intensity and duration of physical activity

      • 1.10.4 carbohydrate content in diet

      • 1.10.5 fat content in diet

      • 1.10.6 impact of training on energy utilization

    • 1.11 explain protein structure and function within the context of muscle development

    • 1.12 justify the role of nutrition as a key factor in enhancing physical and athletic performance

    • 1.13 explain the following important considerations for dietary intake, including deficiencies among certain groups of athletes:

      • 1.13.1 calcium

      • 1.13.2 zinc

      • 1.13.3 iron

      • 1.13.4 fibre

    • 1.14 describe normal and/or ideal body composition considering the demands of specific activities

  • 2 demonstrate strategies for achieving optimal nutrition for recreational and athletic activity using a variety of case studies

    • 2.1 describe the minimal nutritional objectives related to supporting athletic training for a variety of diets for:

      • 2.1.1 athletes in judged sports

      • 2.1.2 athletes in individual and team sports

      • 2.1.3 endurance athletes

    • 2.2 compare the impact of short duration and endurance events on nutritional needs

    • 2.3 describe factors that influence the eating patterns for recreational and athletic activity, including:

      • 2.3.1 psychological needs; e.g., competition anxiety

      • 2.3.2 taboos and superstitions

      • 2.3.3 cultural considerations; e.g., beliefs and practices

      • 2.3.4 acceptability of food; e.g., personal preference and familiarity with food

      • 2.3.5 availability of foods while away from home and at various types of restaurants, including fast-food restaurants

    • 2.4 relate the impact of eating patterns to nutritional status

    • 2.5 describe methods of maintaining and enhancing nutritional status, within the constraints imposed by various eating patterns

    • 2.6 justify the timing of food intake based on time available between activities and the size of the meal or snack, including:

      • 2.6.1 meals of 500 to 800 kcal

      • 2.6.2 meals of 300 to 500 kcal

      • 2.6.3 small snacks or blender/liquid meals

    • 2.7 describe nutritional considerations for optimal recovery after strenuous activity, including:

      • 2.7.1 carbohydrate intake

      • 2.7.2 protein intake

      • 2.7.3 fat intake

      • 2.7.4 salt intake

      • 2.7.5 potassium intake

    • 2.8 describe causes of muscle cramping related to diet and hydration

    • 2.9 design strategies for altering energy balance to achieve healthy weight loss and weight gain, being sure to:

      • 2.9.1 identify personal optimal weight based on body mass index (BMI)

      • 2.9.2 compare the effectiveness of BMI versus percentage fat and skin fold measures

      • 2.9.3 recognize signs and symptoms of eating disorders in sport

      • 2.9.4 examine trends in eating disorders in sport

      • 2.9.5 explain the effects of female athlete triad related to long-term health and wellness

      • 2.9.6 justify the importance of professional dietary guidance for athletes

      • 2.9.7 outline SMART (specific, measureable, achievable, realistic, timely) goal setting

  • 3 demonstrate effective strategies for hydration during recreational and athletic activity

    • 3.1 log liquid intake during a day

    • 3.2 classify various liquids as hydrating or dehydrating

    • 3.3 explain factors that influence sweat rates

    • 3.4 justify the importance of hydration in relation to:

      • 3.4.1 replacement of water lost from sweating

      • 3.4.2 enhancing performance

      • 3.4.3 maintaining core temperature

      • 3.4.4 gastric cramping

      • 3.4.5 fatigue

      • 3.4.6 bottled water versus tap water

      • 3.4.7 climate

    • 3.5 evaluate the sensation of thirst as an indicator of dehydration

    • 3.6 justify the timing and amount of fluid intake:

      • 3.6.1 before recreational or athletic activity

      • 3.6.2 during recreational or athletic activity, including hyponatremia

      • 3.6.3 after recreational or athletic activity

    • 3.7 describe considerations for the use of sport drinks for hydration, including:

      • 3.7.1 duration of activities

      • 3.7.2 encouraging hydration with children

    • 3.8 interpret the colour and volume of urinary output as a measure of hydration

  • 4 plan meals and snacks for a variety of activities

    • 4.1 demonstrate accurate portion control

    • 4.2 plan and evaluate foods, snacks, meals and diets for achieving optimal nutrition to satisfy athletes’ needs for:

      • 4.2.1 easy access to hydration

      • 4.2.2 pre-event nutrition

      • 4.2.3 nutrition during event

      • 4.2.4 post-event nutrition

      • 4.2.5 pre-event nutrition when eating away from home

    • 4.3 plan and evaluate foods, snacks, meals and diets for achieving optimal nutrition to satisfy athletes’ needs related to promoting recovery, including:

      • 4.3.1 correlating grams of carbohydrate to body weight

      • 4.3.2 listing optimal food choices that contain approximately 50 grams of carbohydrates

      • 4.3.3 listing optimal food choices that contain approximately 50 grams of carbohydrates and 10 grams of protein

    • 4.4 justify a list of foods, snacks and drinks to avoid before recreational or athletic activities

    • 4.5 recommend strategies for preventing muscle cramps

    • 4.6 summarize general food safety advice, including:

      • 4.6.1 handling and storage of hot foods

      • 4.6.2 handling and storage of cold foods

      • 4.6.3 refrigeration of mayonnaise and eggs

      • 4.6.4 time between preparation and consumption

  • 5 interpret nutrition information and misinformation related to active living

    • 5.1 compare foods using nutrition labelling

    • 5.2 identify criteria for evaluating nutrition information and misinformation

    • 5.3 evaluate nutrition information and misinformation directed toward athletes

    • 5.4 evaluate advertising that promotes commercial products and trends in sports nutrition, including:

      • 5.4.1 vitamin and mineral supplementation

      • 5.4.2 amino acid supplements

      • 5.4.3 sports drinks

      • 5.4.4 protein supplementation

      • 5.4.5 energy drinks

      • 5.4.6 carbohydrate supplementation

      • 5.4.7 nutritional ergogenic (performance enhancing) aids; e.g., bee pollen

      • 5.4.8 diets that eliminate certain foods; e.g., beef, milk

  • 6 justify considerations for the appropriate role of coaches and recreation leaders in relation to nutrition

    • 6.1 describe the influence a coach and/or recreation leader has upon perceptions of parents and/or athletes and participants

    • 6.2 summarize appropriate topics to discuss with parents and/or athletes and participants, including:

      • 6.2.1 importance of good diet and hydration

      • 6.2.2 simple steps for planning general nutrition for physical activity and performance

    • 6.3 justify when to refer parents, athletes and/or participants to registered nutritionists or medical professionals when discussing the following topics:

      • 6.3.1 weight management

      • 6.3.2 special diets

      • 6.3.3 recommending commercial products

      • 6.3.4 combining foods based on glycemic index

      • 6.3.5 vegetarianism

      • 6.3.6 eating disorders

  • 7 demonstrate basic competencies

    • 7.1 demonstrate fundamental skills to:

      • 7.1.1 communicate

      • 7.1.2 manage information

      • 7.1.3 use numbers

      • 7.1.4 think and solve problems

    • 7.2 demonstrate personal management skills to:

      • 7.2.1 demonstrate positive attitudes and behaviours

      • 7.2.2 be responsible

      • 7.2.3 be adaptable

      • 7.2.4 learn continuously

      • 7.2.5 work safely

    • 7.3 demonstrate teamwork skills to:

      • 7.3.1 work with others

      • 7.3.2 participate in projects and tasks

  • 8 identify possible life roles related to the skills and content of this cluster

    • 8.1 recognize and then analyze the opportunities and barriers in the immediate environment

    • 8.2 identify potential resources to minimize barriers and maximize opportunities

Program of Studies 2014. Source document, © Alberta Education.