Health Promotion Reflection

Title of Work: Nutritional/Health Survey (Individual Health Project)

Date Completed: 10/13/15
DESCRIBE WORK SAMPLE
A survey consisting of nutritional and health questions was given to the UW-Platteville
Cheer/Stunt team. I created the survey using knowledge learned through my experiences. The
survey was created to get a better understanding to help assess the cheer teams nutritional and
health behaviors. The questions in the survey were selected to best fit the needs and possible
areas of improvement that I predetermined. The survey was given and then analyzed by myself
and fellow health promotion specialist Petar Vjestica. This information gathered from the survey
will be used to help plan and implement information presented to the team to best assist their
nutrition and health.
ALIGNMENT REFLECTION
The Nutritional/Health survey given to the UW-Platteville Cheer/Stunt team best aligns with
Standard 3:Professional Knowledge- The health promoter understands the central concepts,
tools of inquiry, and structures of health promotion and creates learning experiences that make
specific aspects of health promotion meaningful to the client. This work sample best aligns with
this standard because I used my knowledge of nutrition and health to create a survey to make
aspects of health promotion meaningful to the clients. The concepts used in the survey were
derived from the knowledge gained in my health promotion and other courses at UW-Platteville.
The questions were selected to specifically gain information about the clients habits in regards
to nutrition and general health. This form of assessment was essential in determining a base to
determine the future plans for the cheer/stunt team. This helped develop my professional
knowledge by gaining experience with creating and administering surveys.
Health and Physical Educations Knowledge, Skill, Disposition Statement Alignment
The artifact best aligns with KS3.b. USES QUESTIONING AND DISCUSSION TECHNIQUES
The candidates questioning techniques and instructional strategies are of uniformly high quality
with special attention given to available time for client response, varied levels of questions, and
adequate client involvement in the discussion/instructional process. This artifact aligns with this
KSD because I used the nutritional/health survey as a form of questioning technique used for the
cheer/stunt team. The form of questioning was presented and responses were anonymous by the
cheer/stunt team members. The clients involvement in the survey gave us a better understanding
and allowed for better development of future planning. My questioning and discussion
techniques will be more proficient in the future because of my experiences with the survey. I
now know certain questions to avoid and what questions are better suited for different
circumstances.

Secondary Alignments
KSD4.c. COMMUNICATES WITH WORKSITE STAKEHOLDERS The candidate is able to provide
frequent, sensitive, and appropriate information to the client regarding positive and negative process
within the instructional program and successfully engages families in the learning process when
appropriate.
KSD3.e. DEMONSTATES FLEXIBILITY AND RESPONSIVENESS The candidate has the ability to
make appropriate adjustments to his/her instruction and accommodates clients questions and interests
while being aware of clients differences and difficulties, and can use a wide range of resources and
strategies to meet all clients needs.

PERSONAL REFLECTION
What I learned about training from this experience.
From this experience I learned that a great amount of information about a group can be obtained
very quickly and effectively through the use of surveys. This was my first time actually applying
my knowledge in the use of a survey and it turned out very well. I learned through this
experience that many people see the need or want to change and that many do not. I now know
that for a change to occur with our clients there was to be a definite priority. I seen firsthand the
stages of change in different individuals. Some were ready to make the change, some were
contemplating change, and others had no desire to make any behavioral changes. I also learned
through this experience that keeping the clients attention at all times is key. The attention span of
the young athletes we worked with is very short and keeping things interesting is vital. I also
found out that many topics or issues are much more important than others. I found that for
certain topics no interest was shown and for certain topics a huge discussion emerged. I will use
this in the future to assess topics of interest and to leave out what is of no interest.
What I learned about myself as a prospective health promotion specialist as a result of this
experience/work sample:
I learned through this experience as a health promotion specialist that I need to have a more open
mind and not be so quick to make conclusions. I made the survey and selected the questions
thinking I would know exactly what the answers would be. I found some of what I expected to
be true but in many cases I was surprised. I thought after the survey about if I had not made
conclusions I might have selected different questions and had a different outcome. I think the
questions I did select were appropriate and affective in regards to health and nutrition. I also
think that if I had a more open mind that I might have selected possibly more questions that
could have aided our knowledge of the background of the athletes. Examples: Do you live on or
off campus? Do you have a meal plan through the campus? Through this experience I also
learned that I need to look at my teaching methods through my clients eyes. I think I look at
things from my perspective too often and need to take a step back and look at the broader
scheme. For instance, what stage of change are the clients in, and how is their current stage in
life effecting them.