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Lesson 6: Food and Nutrition Myths and Misconceptions Related To Physical Activity and Sport Performance

This document discusses a lesson on food and nutrition myths related to physical activity and sport performance. The lesson aims to help students examine common myths and make informed decisions. Some examples of myths include beliefs about what foods help or harm athletic performance. The lesson suggests an activity where students work in groups to sort statements about nutrition into categories of myth, fact or unsure, then discuss their rationale. The goal is for students to understand that nutritional needs depend on many individual factors and that reliable sources should be used to separate myths from facts.

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Faxman Cavan Singco
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82 views

Lesson 6: Food and Nutrition Myths and Misconceptions Related To Physical Activity and Sport Performance

This document discusses a lesson on food and nutrition myths related to physical activity and sport performance. The lesson aims to help students examine common myths and make informed decisions. Some examples of myths include beliefs about what foods help or harm athletic performance. The lesson suggests an activity where students work in groups to sort statements about nutrition into categories of myth, fact or unsure, then discuss their rationale. The goal is for students to understand that nutritional needs depend on many individual factors and that reliable sources should be used to separate myths from facts.

Uploaded by

Faxman Cavan Singco
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Lesson 6: Food and Nutrition Myths and Misconceptions Related to Physical

Activity and Sport Performance

Introduction
In this lesson students examine food and nutrition myths and misconceptions, and how
they affect day-to-day physical activity participation and sport performance, as well as
overall health. By investigating these myths, students will increase their ability to make
fact-based decisions about food (including fluids) and add to their skills as educated and
informed physical activity participants.
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Specific Learning Outcome

12.NU.10 Demonstrate understanding of how food and nutrition myths and


misconceptions can affect day-to-day physical activity participation and sport
performance and overall health.
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Key Understandings

 Myths and misconceptions about food and nutrition relate to many areas of life,
including physical activity and sport performance.
 Food choices based on accurate, current nutrition information are likely to support
good health and physical activity performance.
 Food and nutrition myths are often cited or suggested in consumer publications
(e.g., magazines, newspapers) by special interest groups, by poorly informed writers,
or to sell specific products.
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Essential Questions

1. What are some common food and nutrition myths related to physical activity and
sport performance?
2. Where can reliable and accurate food and nutrition information be obtained?
3. Why do food and nutrition myths persist?
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M o d u l e C , L e s s o n 6  169
Background Information

There are numerous myths and misconceptions about food and nutrition related to health
and physical activity and sport performance. They result in misunderstandings about the
nutrient value of, and the potential benefits or harm derived from, certain foods and
fluids.

It is important to understand that the nutritional needs of individuals participating in


physical activity will depend on a variety of factors, such as
 the type of physical activity
 the duration of the activity session
 the intensity of the activity
 the age and gender of the participant
 the environment in which the activity takes place (e.g., air temperature, humidity,
time between sessions)
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Suggestion for Instruction / Assessment

Sport Nutrition Investigation: Myth, Fact, or Not Sure?

Some common myths or misconceptions about food and


nutrition related to physical activity and sport NOTE TO TEACHER
performance are presented in RM 13–NU. The myth and
Reword some of the myth
fact statements may be placed on index cards for this
statements into fact
learning activity. statements.

Directions/Description Students may suggest other


myths. They may also ask for
 Divide the class into several groups. clarification from various
sources. Be cautious of where
 Divide the cards provided in RM 13–NU evenly answers to these queries come
among the groups. from. Use information from a
reliable medical source,
 Assign one person in each group to read aloud the
registered dietician, or
statements on the cards to the group. After hearing a
nutritionist. Do not direct
statement, the group places the card under one of the students to diet or weight-loss
following headings: Myth, Fact, or Unsure. websites, journals, or
magazines.
 Once each group has placed each of their cards
under one of the three headings, allow the class to
review the placement of the cards, and provide a final opportunity
to change any of the cards to a different heading.

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170  G r a d e 1 2 A c t i v e H e a l t h y L i f e s t y l e s
 Now have three students (one per heading) reveal to the class each card placed
under the respective headings by reading aloud the description on the back of the
card. For the Unsure group, have the class use either a show of hands or the Opinion
Lines strategy (see Appendix E) to determine the applicable location (Myth or Fact) of
each card, and then read the description on the back of the card.
 After all the descriptions have been read, lead a class discussion to clarify any
information on the myths or misconceptions about food and nutrition related to
physical activity and sport performance.

Refer to RM 13–NU: Sport Nutrition Investigation: Myth or Fact?

REFERENCES
For additional information, refer to the following resources:
Coaching Association of Canada. “Sport Nutrition Resources.” Sport Nutrition. 2005.
<www.coach.ca/eng/nutrition/resources.cfm>.
Gatorade Sport Science Institute. “Nutrition and Performance.” Sports Science Library. 2007.
<www.gssiweb.com/Article_List.aspx?topicid=2&subtopicid=108 >.
Health Canada. Eating Well with Canada’s Food Guide. Ottawa, ON: Health Canada, 2007.
Available online at <www.hc-sc.gc.ca/fn-an/food-guide-aliment/index_e.html>.
Livestrong.com. “Eat Well.” Diet and Nutrition. 2008. <www.livestrong.com/eat-well/>.
PowerBar: Power to Push. Nutrition and Training.
<http://engage.powerbar.com/ca/NutritionResource/Default.aspx >.
Public Health Agency of Canada. Canada’s Physical Activity Guide for Youth. Ottawa, ON: Public
Health Agency of Canada, 2002. Available online at < www.phac-aspc.gc.ca/pau-
uap/fitness/downloads.html >.
For website updates, please visit Websites to Support the Grades 11 and 12 Curriculum at
<www.edu.gov.mb.ca/k12/cur/physhlth/>.

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M o d u l e C , L e s s o n 6  171

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