WELCOME TO MODULE 5: Exercise for Older Adults on
NIHSeniorHealth
Helping Older Adults Search for Health Information Online
A
Toolkit for Trainers from the National Institute on Aging
In this module, you will find
-
An introduction
- A
lesson plan for the trainer
-
Handouts for students
To teach the module, you will need
- A
PC with Internet access for each student and the trainer
- A
computer projector and a screen
- A
3-ring binder to store materials
To get started, you should
-
Read the Introduction
-
Read and print out the lesson plan and insert it in a binder
-
Print out and make copies of the handouts for students
Questions or comments about the Toolkit? Contact the National
Institute on Aging at (301) 496-1752 or e-mail daileys@nia.nih.gov
Exercise for Older Adults on NIHSeniorHealth: Introduction
LESSON OVERVIEW
Lesson Goals
In
this lesson, students will:
-
Recall how to use the Home Page of the NIHSeniorHealth website.
-
Recall how to use the All Topics A-Z page to find health topics on
the NIHSeniorHealth website.
-
Recall how to use the special features (optional).
-
Recall how to use the Table of Contents of a health topic.
-
Read about the benefits of exercise for older adults.
-
Read about exercise safety for older adults.
-
Recall how to take an online quiz.
-
Read about suitable exercises for older adults and see them
demonstrated.
-
Read stories by older adults who enjoy a variety of exercise
activities.
Lesson Materials
In
this lesson, students will need:
-
Handout 5A: Lesson Goals
-
Handout 5B: Glossary*
-
Handout 5C: Fred (Acts I, II, and III)
-
Handout 5D: Are You a “Fred”?
-
Handout 5E: Exploring Exercise Stories
-
Handout 5F: Lesson Review with Screen Shots
-
Pens or pencils
*
This glossary only includes Internet terms relevant to this lesson.
An alphabetical list of all glossary terms introduced in the nine
Toolkit lessons is available online at www.nihseniorhealth.gov/toolkit.
Lesson Length
This lesson should last: Approximately 2½ hours, with an
optional stopping point at 1 hour, 15 minutes.
Lesson Preparation
Before the lesson, you should:
-
Read over the entire lesson plan. Also look at the Lesson Review
with Screen Shots handout to get a quick overview of what students
will learn.
-
Store the lesson plan in a 3-ring binder to use while
teaching.
-
Make copies of the handouts for students. To avoid distraction, we
recommend that you wait to distribute handouts until indicated in
the lesson.
-
Check out the links that you and your students will be visiting in
the lesson.
When you arrive in the classroom, you should:
-
Write your name and the title and level of the lesson on the
board.
[Searching for Health Information Online – Lesson 5:
Exercise for Older Adults on NIHSeniorHealth – Beginning and
Intermediate Students]
-
Make sure your computer projector and students’ computers are
working and that there is Internet access.
-
Set students’ screens to the NIHSeniorHealth home page at www.nihseniorhealth.gov.
You should also
LESSON STRUCTURE – Senior Friendly, Trainer Friendly
The senior-friendly lesson structure includes:
-
Set-up activities to prepare students for learning.
-
Core activities to teach the website features and how to navigate
to them.
-
Practice activities to let students apply web skills they have
learned.
-
Reinforcement activities to summarize and reiterate the
learning.
The trainer-friendly lesson plan features:
-
An easy-to-read layout.
-
Short, well-defined segments of teaching material per page.
-
Clearly marked, scripted transition boxes at the top of each page
announcing the next learning point and ensuring a smooth transition
between segments.
-
Suggested teaching times for each skill.
-
Time checks and optional stopping points, offering flexibility in
total class length.
-
Helpful sidebars, providing teaching and navigation tips and
describing the purpose for activities.
-
Meaningful icons.
About the Scripted Transition Boxes
[IMAGE: page with Scripted Transition box circled]
This lesson plan uses a combination of scripted and descriptive
sections. The colored, scripted transition boxes which appear at
the top of each page of the lesson plan are designed as
“anchor points,” marking the end of one part of the
lesson and the start of another. It is important to convey the
content in these transition boxes, although you may use your own
wording as you become more familiar with the material. The steps
that follow each scripted box are descriptive. Move through them
according to your personal training style.
This approach is useful in maintaining lesson focus and keeping
trainers and students on track. It also makes the lesson plan easy
to use.
Important Note
In
the discussions of health issues that may occur during class,
refrain from offering medical advice or advocating specific
treatments, physicians, hospitals, insurance plans, etc. Also,
discourage this type of activity among students. Always emphasize
that students should consult their health care providers about any
medical information they may hear about in class or find on the
Internet.
Icons Used in the Lesson Plan
-
Handout required
-
Trainer demonstrates with computer projector
-
Students navigate at their computers (with assistance if
needed)
-
Indicates when a discussion should take place
REACHING THE OLDER STUDENT
To help your students grasp, apply, and retain the skills and
information they are taught, be sure to:
-
Proceed slowly through the lesson. Some older adults will take
longer than younger people to get the knack of using the Internet.
If you move too quickly, they may not be able to keep up. They need
time to practice and to absorb new information.
-
Circulate to make sure students are following you. Check
students’ screens frequently to make sure they are not lost.
If possible, arrange to have one or more classroom assistants work
with students individually during the lesson.
-
Speak slowly and repeat information as often as necessary.
Don’t make assumptions based on students’ age. They are
learning new skills, and they will probably need to hear the
information more than once to retain it.
-
Encourage questions. Pause frequently to ask if there are
questions. After soliciting questions, allow at least 10 seconds
for students to formulate them.
-
Create a senior-friendly environment. It is important to read Quick
Tips for a Senior Friendly Computer Classroom for help on setting
up the classroom to accommodate the needs of older adults.
These training techniques from the lesson can also help you be
successful:
-
The use of scripted transition boxes to announce each new segment
helps the class stay focused and on track.
-
Presenting material in small, well-defined steps makes it easier
for students to grasp new skills and information.
-
Frequent summarizing and hands-on practice helps students retain
what they’ve learned.
-
Handouts and printed screen shots help students understand and
recall what is taught.
-
Group discussions and short dialogues help put students at
ease.
Exercise for Older Adults on NIHSeniorHealth: LESSON PLAN
OPENING COMMENTS (5 Minutes)
“Welcome to Lesson 5: Exercise for Older Adults on
NIHSeniorHealth. (Pronounced N-I-H Senior Health.) My name is
_________. (This is our classroom assistant_________.) Before we
start the class, I’d like to review a few general
points.”
Tell students the following:
-
This Lesson…
-
Is intended for beginning students.
-
Is the fifth in a series of nine lessons developed by the National
Institute on Aging to help older adults learn to find accurate
online health information on their own.
-
The NIHSeniorHealth website they will visit…
-
Is sponsored by the National Institute on Aging and the National
Library of Medicine, both part of the National Institutes of
Health, or NIH.
-
NIH is part of the U.S. Government’s Department of Health and
Human Services.
-
Please be aware that…
-
Online health information is in no way meant to substitute for
medical advice from a doctor.
-
In class discussions, students should not attempt to provide
medical advice to classmates, however well-intentioned it may
be.
-
Housekeeping Issues…
-
Class will last about __minutes with stretch break(s) lasting
___minutes.
-
Bathroom breaks can be taken anytime. Restrooms are
located______.
-
Ask students if they have any questions.
INTRODUCTIONS (3 Minutes)
“Before we get started, let’s introduce
ourselves.”
-
Introduce yourself, giving your name and your experience teaching
computers and the Internet. If you have a classroom assistant or
peer coach, introduce that person.
-
Ask students to give their names and tell whether they are at a
beginning, intermediate, or advanced level with regard to their
Internet experience.
-
If time permits, ask each student to tell something about his or
her background (family, work, travels, education…), why they
decided to take this class, and what they hope to learn.
Purpose of Activity
-
Introductions help students feel more at ease.
-
Sharing computer or Internet experience may help the class be
patient with less experienced students who need more time with an
activity.
Class Procedures (3 Minutes)
“Let’s talk for a moment about how the class will
proceed. You will be learning new ways to use technology, and in
order for everyone to be successful, here are some things we need
to do.”
Tell students the following:
-
To make sure everyone grasps the information and learns the
skills…
-
We will proceed in a step-by-step manner and at a slow-to-moderate
pace.
- I
(or my assistant) will circulate frequently during class to make
sure everyone is keeping up with the lesson.
-
There will be plenty of hands-on practice activities to let you
apply the skills that you learn.
-
There will be plenty of handouts to help you learn the skills while
in class and to use as a reference once you leave class.
-
As students, you should…
-
Feel free to raise your hand and ask a question if you do not
understand something.
-
Feel free to ask me to repeat anything I’ve said.
-
Not worry about hurting the equipment because it is very
sturdy.
-
Not worry about making mistakes because that is to be expected when
learning a new technology.
-
Have a binder or folder to store the handouts you will
receive.
-
Ask students if they have any questions about class
procedures.
Purpose of Activity
To
communicate expectations, put students at ease, and facilitate
learning.
Take-home Assignment (5 Minutes)
“Before we get started with the new material, let’s go
over the take-home assignment from the last class.”
-
Restate the take-home assignment from Module 4.
-
Searching the FAQs of a health topic on NIHSeniorHealth and finding
two new pieces of information about the topic.
-
Ask students to share their results with the class.
-
Ask students to share any problems they had navigating
Note
-
This activity assumes use of the previous module. If you did not
teach that module, you can skip this activity.
Purpose of Activity
-
Let’s you see how well students understood the previous
lesson.
-
Serves as a kind of icebreaker, promoting interactivity and
discussion early in the class.
-
Let’s you see what you might need to emphasize in the first
parts of this lesson.
LESSON GOALS (2 Minutes)
“In this lesson we will learn about exercise and older
adults. Let’s take a look at the specific goals for
today’s lesson.”
Pass out Handout 5A: Lesson Goals.
-
Go over the handout with students.
Purpose of Activity
-
Focuses students on what they will learn.
-
Introduces goals that you can return to throughout the lesson.
INTERNET TERMS (5 Minutes)
“Before we actually get into the heart of the lesson,
let’s review a few basic Internet terms.”
Pass out Handout 5B: Glossary
-
Knowing the meaning of these Internet terms will help students
understand the lesson. All of these terms have been introduced in
previous lessons, but going over them again may help students
recall their meaning.
-
You may want to demonstrate the terms for students from your
computer projector.
Tips for Glossary Review
-
Refer students to the page and item number of the term.
-
Make sure students locate the term.
-
Read, or have a student read, the definition aloud. Point out
details in the illustration or on your computer screen.
-
Tell students they will understand these terms better as they use
them in the lesson.
INTERNET TERMS
-
back arrow
-
button
-
FAQs
-
link (or hyperlink)
-
menu
-
scroll
-
scroll bar
-
site index
REVIEW: THE HOME PAGE (5 Minutes)
“Let’s start with Goal 1 – reviewing parts of the
website we learned about last time, beginning with the Home
Page.”
-
Students' screens should be set on the Home Page of NIHSeniorHealth
at www.nihseniorhealth.gov.
-
Familiarize students with the main features of the page:
-
The purpose of the site (for adults 60 and older)
-
The Health Topics which can be found using the alphabet or the
health categories
-
The Exercise Stories
-
The Health Videos
-
Point out the Home, Site Index and Contact Us buttons, located at
the top of every page
-
At the bottom, point out the Read more about NIHSeniorHealth
link.
-
Under the Category section, ask students to clink on All Topics A-Z
REVIEW: THE All Topics A-Z PAGE (5 Minutes)
"This is the All Topics A-Z page, with a list of the health topics
on the website."
-
Point out the alphabet as a way to go directly to a topic on the
page.
-
Ask students to scroll down the page to see the available health
topics.
-
Point out the Home and Site Index buttons available at the top of
the page.
REVIEW: SPECIAL FEATURES (optional) (5 Minutes)
“Now, for Goal 3. You will recall that NIHSeniorHealth has
special features to make the information on the website easier for
older adults to grasp. These features let you change the size of
the text, change the color of the page, and hear the text read
aloud. The buttons for these features are found at the top of each
page.”
-
Text Size
-
Demonstrate as students navigate with you.
-
Enlarge the text using the text size button. Let students set the
text at the size they prefer. They can switch back to the normal
(default) text size if they like.
-
Contrast
-
Demonstrate as students navigate with you.
-
Change the contrast using the contrast button. Students can switch
back to the normal (default) colors if they like.
-
Speech
-
Demonstrate as students navigate with you.
-
Click on the speech button to hear the text read aloud. After
hearing some text read aloud, ask students to switch back to the
silent mode to keep the sound from disrupting the class.
REVIEW: The Table of Contents Page (2 Minutes)
“Let’s look at Goal 4 – recalling how to use the
Table of Contents page which is available for each topic.
Let’s go to the Table of Contents for the Exercise and Older
Adults topic.”
-
From the All Topics A-Z page, click on Exercise and Older Adults.
Ask students to navigate with you from their computers.
-
Point out these links on the Table of Contents page.
-
Benefits of Exercise
-
Safety First
-
Exercises to Try
-
Charting Progress
-
Frequently Asked Questions
-
See the Exercise Stories
-
MedlinePlus for more information
SUMMARIZING (2 Minutes)
“Now let’s take a look at the Lesson Goals to see what
we have accomplished so far.”
Refer to Handout 5A: Lesson Goals.
-
Demonstrate and summarize the following learning objectives from
Goals 1, 2, 3, and 4:
-
Using the Home Page
-
Using the All Topics A-Z page
-
Using the special features (if presented)
-
Using the Table of Contents
-
Ask students if they have any questions.
-
Ask students to check off Goals 1, 2, 3, and 4 on their
handout.
TIME CHECK: 40 minutes elapsed; 1 hour, 50 minutes left.
Purpose of Activity
-
Lets students know what they should have grasped by this point in
the lesson.
-
Gives students another chance to ask questions about material
already covered.
-
Lets you see what goals might need further explanation.
-
Gives students a sense of accomplishment.
-
Keeps the class on track.
Benefits of Exercise (15 Minutes)
“Let’s move on to Goal 5 – reading about the
benefits of exercise for older adults.
First, we’ll take a look at one older man’s view of
exercise.”
Pass out Handout 5C: Fred.
-
Read the opening paragraphs of Act I: Fred’s Golden Years to
the class. Select two students to read the parts of Fred and his
daughter, Janet.
-
When the students have finished reading the dialogue, ask the class
what reasons Fred gave for not exercising. Write their responses on
the blackboard or on a flip chart.
Fred’s reasons for not exercising:
-
He needs to relax.
-
Exercise will not make a difference.
-
You have to work too hard.
-
Exercise is for younger people.
-
Demonstrate while students navigate with you. Click on Benefits of
Exercise. Ask students to read through the information on the
benefits of exercise silently by clicking on
Next Page.
-
Ask students to find and write down two facts that might encourage
Fred to think differently about exercise. Tell them to STOP when
they come to the page with the quiz.
-
Ask students to share the two facts they found with the class.
SUMMARIZING (2 Minutes)
“Now let’s take a look at the Lesson Goals to see what
we have accomplished so far.”
Refer to Handout 5A: Lesson Goals.
-
Demonstrate and summarize the following learning objectives from
Goals 5:
-
Reading through the information on Benefits of Exercise by clicking
on Next Page.
-
Ask students if they have any questions.
-
Ask students to check off Goals 5 on their handout.
Purpose of Activity
-
Lets students know what they should have grasped by this point in
the lesson.
-
Gives students another chance to ask questions about material
already covered.
-
Lets you see what goals might need further explanation.
-
Gives students a sense of accomplishment.
-
Keeps the class on track.
Exercise and you (10 Minutes)
“Take a moment to reflect on your own experience with
exercise.”
Pass out Handout 5D: Are You a “Fred”?
-
Have students complete the handout. Then, put students in groups of
2 or 3 and have them discuss their responses and whether
Fred’s reasons for not exercising apply to them.
-
Ask students to share with the class the two questions they have
about exercise.
-
Ask students to put the handout aside. They will return to it
later.
SAFETY FIRST (15 Minutes)
“Let’s move on to Goals 6 and 7 – reading about
exercise safety for older adults and recalling how to take an
online quiz.
First, let’s see what’s happening with Fred.”
Refer students to Handout 5C: Fred.
-
Read aloud (or have students read silently) Act II: Fred Tries
Exercise.
-
Ask the class for their thoughts on Fred’s attempt at
exercise.
-
Tell students to click on Safety First in the left menu of their
screens and to read through the information by clicking on Next
Page. Students should STOP when they come to a quiz.
-
Demonstrate for students how to take a quiz by doing the first
question. Then have students navigate with you as the everyone
completes the three remaining questions together. Let students
suggest the answers.
-
Ask the class what they learned about safety and exercise and if
they read any information that could help Fred.
(Answer: Checking with his doctor before trying vigorous
activity.)
Teaching Tip
Proceed slowly through the exercise. Make sure each student is
keeping up.
SUMMARIZING (2 Minutes)
“Now let’s take a look at the Lesson Goals to see what
we’ve accomplished so far.”
Refer to Handout 5A: Lesson Goals.
-
Demonstrate and summarize the following learning objectives from
Goals 6 and 7:
-
Reading through the information on Safety First
-
Taking an online quiz
-
Ask students if they have any questions.
-
Ask students to check off Goals 6 and 7 on their handout.
OPTIONAL STOPPING POINT: 1 hour, 25 minutes elapsed; 1 hour, 5
minutes left.
(If you choose to stop here, you may teach the remaining material
in the next class.)
Purpose of Activity
-
Lets students know what they should have grasped by this point in
the lesson.
-
Gives students another chance to ask questions about material
already covered.
-
Lets you see what goals might need further explanation.
-
Gives students a sense of accomplishment.
-
Keeps the class on track.
Exercises To Try (20 Minutes)
“Let’s go to Goal 8 – learning about suitable
exercises for older adults and seeing them demonstrated.”
We’ll visit a place on the website that shows you how to do
exercises correctly.”
-
Demonstrate while students navigate with you. Click on Exercises to
Try on the left menu. Read, or have a student read, the content on
that page describing the four types of
exercises older adults should do.
-
From the left menu, click on Stretching and walk students through
that information by clicking on Next Page. Pause to read a page
here and there. STOP when you come to an
animated demonstration (on the 5th page).
-
Show students how to activate the animated demonstrations. Let
students practice activating the animations on their own.
-
Tell students to select one of the three other types of exercise
from the left menu. Ask them to read through that section and to
open and watch any animated demonstrations they come to.
-
Briefly discuss what students found out about the different types
of exercises.
How to Activate the Animated Exercise Demonstrations
Click on the image. A window will open with an enlarged version of
the image. The image will begin to move, demonstrating the
exercise.
SUMMARIZING (5 Minutes)
“Now let’s take a look at the Lesson Goals to see what
we’ve accomplished so far.”
-
Demonstrate and summarize the following learning objectives from
Goal 8:
-
Reading about suitable exercises for older adults
-
Seeing the exercises demonstrated
-
Ask students if they have any questions.
-
Ask students to check off Goal 8 on their handout.
TIME CHECK: 1 hour, 50 minutes elapsed; about 42 minutes left.
Purpose of Activity
-
Lets students know what they should have grasped by this point in
the lesson.
-
Gives students another chance to ask questions about material
already covered.
-
Lets you see what goals might need further explanation.
-
Gives students a sense of accomplishment.
-
Keeps the class on track.
Exercise Stories (15 Minutes)
“Finally, let’s take a look at Goal 9 – reading
stories by older adults who enjoy a variety of exercise
activities.”
-
Have students click on Home at the top of the page to return to the
Home Page.
Pass out Handout 5E: Exploring Exercise Stories.
-
Go over the steps on the handout with students to familiarize them
with the activity. Then, demonstrate the exercise while they watch
you.
-
Have students do the exercise on their own.
-
Ask students what they thought of the stories, and whether they
were motivated by them.
Teaching Tip
Walk around to students’ computers and assist them with the
exercise if necessary.
SUMMARIZING (2 Minutes)
“Now let’s take a look at the Lesson Goals to see what
we’ve accomplished so far.”
Refer to Handout 5A: Lesson Goals.
-
Demonstrate and summarize the following learning objectives from
Goal 9:
-
Navigating Exercise Stories.
-
Reading stories by older adults who enjoy a variety of exercise
activities.
-
Ask students if they have any questions.
-
Ask students to check off Goal 9 on their handout.
Purpose of Activity
-
Lets students know what they should have grasped by this point in
the lesson.
-
Gives students another chance to ask questions about material
already covered.
-
Lets you see what goals might need further explanation.
-
Gives students a sense of accomplishment.
-
Keeps the class on track.
EXERCISE, FRED, AND YOU, REVISITED (10 Minutes)
“Now let’s re-visit Fred and see what has happened with
him.”
Refer to Handout 5C: Fred.
-
Read, or have selected students read, the opening paragraphs of Act
III: Fred’s Exercise Program to the class. Select two other
students to read the parts of Fred and his daughter, Janet.
-
Ask the class for their thoughts on Fred’s exercise
program.
Refer students to Handout 5D: Are You a “Fred”?
-
Ask students to look at the two questions they had about exercise
and see if their questions have been answered. Have them share
their answers with each other.
-
If time permits, allow students to research any questions they
still have using the Frequently Asked Questions. Recall for them
how to use the FAQs by clicking on the Frequently Asked Questions
link on the left menu of the Exercise and Older Adults topic and
scrolling down to the questions they are interested in.
If they do not recall how to use the FAQs, demonstrate for
them.
WRAPPING UP (10 Minutes)
“In this lesson, you’ve done online research about
exercise and older adults. You have
-
Recalled how to use the Home Page of NIHSeniorHealth.
-
Recalled how to use the All Topics A-Z page to find health
topics.
-
Recalled how to use the special features (optional).
-
Recalled how to use the Table of Contents of a health topic.
-
Read about the benefits of exercise for older adults.
-
Read about exercise safety and older adults.
-
Learned about suitable exercises for older adults and saw them
demonstrated.
-
Read stories about older adults who enjoy a variety of exercise
activities.
Here is a handout to help you recall what you learned.”
Pass out Handout 5F: Lesson Review with Screen Shots.
-
Read the cover description, How to Use This Handout, to
students.
-
Go over each screen shot, reading the captions to remind students
of the navigation steps they learned on each page. (You do not need
to refer back to the computer screen at
this point.)
-
Encourage students to use this handout as a reference when
practicing the skills they learned in this lesson.
Purpose of Activity
-
Summarizes all of the skills taught in the lesson.
-
Handout gives students a visual map of the lesson to remind them of
the web pages visited and the skills learned.
Take-home Assignment (5 Minutes)
“Remember, always check with your doctor or health care
provider about health information you find on the Internet.
Also, check with your doctor or health care provider before
beginning any exercise program.
Here’s your take-home assignment, which will give you more
practice with the skills you’ve learned today.”
-
Offer students one of two possible take-home assignments. Students
can:
-
Look at animated demonstrations of a different category of exercise
by going to the Exercises To Try section and clicking on strength,
balance, stretching, or endurance exercises.
-
Write their own exercise story and submit it for posting on
NIHSeniorHealth. (Instructions are in the first paragraph of the
Exercise Stories page.) This is an advanced exercise, which only
experienced students will be able to do without assistance.
-
Ask students the address of the NIHSeniorHealth website.
Answer: www.nihseniorhealth.gov
-
Remind them that the address of the website can be found at the
bottom of their handouts.
Teaching Tip
You may wish to write the take-home assignment and URL for
NIHSeniorHealth on the board.
END OF LESSON 5
Exercise for Older Adults on NIHSeniorHealth: HANDOUTS
HANDOUT 5A: Lesson goals
During this lesson, you will:
-
___ Recall how to use the Home Page of the NIHSeniorHealth
website.
-
___ Recall how to use the All Topics A-Z page to find health topics
on the NIHSeniorHealth website.
-
___ Recall how to use the special features (optional)
-
___ Recall how to use the Table of Contents of a health topic.
-
___ Read about the benefits of exercise for older adults.
-
___ Read about exercise safety for older adults.
-
___ Recall how to take an online quiz.
-
___ Learn about suitable exercises for older adults and see them
demonstrated.
-
___ Read stories by older adults who enjoy a variety of exercise
activities.
HANDOUT 5B: Glossary
-
Back arrow
This arrow, often green, is found at the top of most browsers.
When you click on the back arrow, it takes you back – in
order – through all of the web pages you’ve seen.
(Sometimes called the back button.)
[IMAGE: Back button on browser]
-
Button
Small box that looks like it’s being depressed when you
select it. Buttons can turn on (and turn off) many types of
functions on the Internet.
[IMAGE: "Click for answer" button]
-
FAQs
Stands for Frequently Asked Questions. These are commonly asked
questions and answers that appear on many websites.
[IMAGE: Screen shot of NIHSeniorHealth FAQ]
-
Link (or hyperlink)
A highlighted or underlined feature on a web page that, when
clicked, will take you to another web page. A link most often
appears as underlined words or an image.
One sure way to tell if something is a link or not: Whenever your
cursor turns into a pointing hand, the image or word you are
pointing to is a link.
[IMAGE: screenshots with links circled]
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Menu
A list of options, or topics, on a website that users can choose
from.
[IMAGE: screenshot with left nav menu circled]
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Scroll
To move text or other information on a computer screen up, down,
or sideways, with new information appearing as the old
disappears.
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Scroll bar
A narrow, rectangular bar on the right edge and bottom edge of a
web page that lets you move the page to see more of the information
it contains. The scroll bar on the right moves the web page up and
down, and the scroll bar on the bottom moves the web page right and
left.
[IMAGE: screenshot of scroll bars]
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Site index
Often called a Site Map, it is a list of all of the contents on a
website, similar to an index in a book. A link to the site map is
usually found at the top or bottom of the home page
[IMAGE: screenshot of Site Index]
HANDOUT 5C: Fred
ACT I
Fred’s Golden Years
Fred is 64 years old and just retired last year. He takes
medication for high blood pressure and also weighs about 20 pounds
more than he should. (It seems like those pounds just crept up
overnight!)
As
an adult, he has never been that physically active. When he was a
boy, he played sports, but then let it all go when he got older. He
earned his living as a salesman, often traveling for the job.
Between work and family, there never seemed to be enough time for
“extras” like exercise. Besides, no one ever told him
he should exercise.
Recently, his daughter suggested that he look into getting more
exercise…
Janet: Dad, I’ve heard lots of reports in the news recently
about exercise being valuable for older people. Have you ever
thought of trying it out?
Fred: Naw… That’s not for me.
Janet: Why not?
Fred: Hey, I’ve worked hard all my life. These are my
“golden years”. Now’s the time to relax.
Janet: But they say that exercise can help keep you fit and in
shape. It can help keep your “golden years” golden.
Fred: No, you have to work too hard. Plus what difference would it
make at this point in life?
Janet: Well, it would help keep your muscles strong for lifting
things, and you wouldn’t get out of breath so easily when you
go up the stairs.
Fred: Hey, I can lift the things I need to lift just fine. Anyway,
as you get older, it’s normal to be out of breath after
taking the stairs.
Janet: But Dad –
Fred: No. That exercise stuff is really for younger people. They
have the energy for it, and they’re healthy enough to do
it.
ACT II
Fred Tries Exercise
After thinking over what his daughter said, Fred decided to try
exercising. But he figured that if he was going to exercise, he
should go all out. As a salesman, he never believed in doing things
half way. Going for the gold was the only way to guarantee success.
After all, if he didn’t work super hard,
how would he see any changes?
So, he signed up at the local community center and began by lifting
very heavy weights and running on the treadmill. He also tried the
circuit training – leg lifts, bench presses, etc. The next
day, he was so sore that he swore he’d never go back. He
spent the entire day in bed recuperating, telling himself that this
exercise business was for the birds. He’d had enough!
ACT III
Fred’s Exercise Program
At
his last physical, Fred’s doctor suggested that he get some
regular exercise. Fred told his doctor what had happened when he
had tried to exercise before. All that effort and energy left him
feeling terrible afterwards!
His doctor suggested that he start out slowly, doing a little at a
time, and gradually building up. He suggested walking and investing
in some light hand weights that Fred could lift at home. He also
suggested going online to the NIHSeniorHealth website at www.nihseniorhealth.gov
and reading the information on exercise for older adults.
When he got home, Fred went online and visited NIHSeniorHealth. He
came across the section on Exercise Stories, where older adults
describe how they exercise, and he found them very inspiring.
Fred gave exercise another try, this time starting out slowly, but
being consistent. After a few weeks, he started seeing
results…
Janet: Hi Dad. I called you earlier but no one answered.
Fred: Oh yeah. I walked to the store.
Janet: You walked? Why didn’t you drive?
Fred: Oh, it’s a way to get more exercise. The doctor told me
to try it, so I’m trying it.
Janet: How much walking are you doing?
Fred: Well, I take a 30-minute walk a couple of days a week and,
like I said, I walk to the store. I also walk over to Bob and
Mary’s house around the block.
Janet: Wow!
Fred: I also picked up a couple of weights at the store, and I lift
‘em every other day.
Janet: Hmmm. Sounds good. Are you having fun?
Fred: Fun? I don’t know. But I do feel better, and I have
more energy.
Janet: Sounds like exercise is paying off.
Fred:: Yeah, I guess it is. And it isn’t nearly as tough as I
thought it would be. Doesn’t hurt either. Sometimes
it’s hard to stick with it, though.
Janet: Yeah, I know. Well, at least you’ve gotten started.
That’s the main thing.
Fred: Hey, maybe you’d like to come with me sometime.
Janet: That’s a great idea! That way, we could keep each
other company and make sure we BOTH stick with it.
HANDOUT 5D: Are You a "Fred"?
Take this survey to find out.
- I
never exercise: (Strongly Agree) 1 2 3 4 5 (Strongly Disagree)
- I
tried exercise, but I gave up: (Strongly Agree) 1 2 3 4 5 (Strongly
Disagree)
- I
tried exercise, but I overdid it and had to stop: (Strongly Agree)
1 2 3 4 5 (Strongly Disagree)
- I
want to exercise, but I don’t know how to begin: (Strongly
Agree) 1 2 3 4 5 (Strongly Disagree)
- I
want to exercise, but I’m afraid I’ll get hurt:
(Strongly Agree) 1 2 3 4 5 (Strongly Disagree)
- I
exercise now and then: (Strongly Agree) 1 2 3 4 5 (Strongly
Disagree)
- I
exercise regularly: (Strongly Agree) 1 2 3 4 5 (Strongly
Disagree)
What are two important questions you have about exercise?
Question 1:
Question 2:
HANDOUT 5E: Exploring Exercise Stories
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On the Home Page, scroll down to Exercise Stories and click on the
picture of the person exercising.
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You should now be on the Exercise Stories page.
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Read the introductory paragraph at the top of the page.
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Scroll down to an exerciser whose story you would like to
read.
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Under the picture of the exerciser, click on The Full Story.
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Read the story.
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Click on the picture of the person to see an enlarged version.
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Click on the Back to the story button to return to the story.
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Click on Click Here for More Stories (located near the bottom of
the screen) to return to the page with all of the exercisers.
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If there is time, repeat the steps with a different exerciser.
Exercise for Older Adults on NIHSeniorHealth: LESSON REVIEW WITH
SCREEN SHOTS -- Handout 5F
How to Use this Handout
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Use this handout to help you review the lesson.
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The screen shots (pictures of web pages) will help you recall the
places you visited in class, and the descriptions will remind you
of the navigation skills you learned.
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You may wish to refer to this handout when searching the website
you visited in class.
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If you have questions about how to navigate any of these pages,
write your questions in the spaces provided and bring them to the
next class.
LESSON REVIEW
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You went to the NIHSeniorHealth website at www.nihseniorhealth.gov.
You learned how to to to the All Topics A-Z page to find health
topics.
[IMAGE: screenshot of NIHSeniorHealth home page with "All Topics
A-Z" circled]
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You recalled how to find and select health topics from the All
Topics A-Z page by clicking on the name of a disease or
condition.
[IMAGE: screenshot of NIHSeniorHealth with All Topics A-Z
circled]
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Optional Activity – You recalled how to use the Special
Features, located at the top of each page.
[IMAGE: screenshots of NIHSeniorHealth with special features
circled]
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To make the text larger, click once or more on the plus sign. To
make it smaller, click once or more on the minus sign.
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To increase the color contrast, click “On”. To return
to the normal color, click “Off”.
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To hear the text read aloud, click “On”. To return to
silent mode, click “Off”.
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You located the Table of Contents and clicked on the links to get
to specific information about exercise and older adults.
[IMAGE: screenshot of NIHSeniorHealth page with table of contents
circled]
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When reading about the benefits of exercise for older adults, you
recalled how to read through, or navigate, the information by
clicking on Next Page at the bottom of each page.
[IMAGE: screenshot of NIHSeniorHealth page with "Next Page" button
circled]
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You learned how to use the left menu in the Exercises to Try
chapter to read about strength, balance, stretching, and endurance
exercises for older adults.
[IMAGE: screenshot of NIHSeniorHealth page with left menu
circled]
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You learned how to see an animated demonstration of exercises
suitable for older adults by clicking on the image and then
watching the exercise.
[IMAGE: screenshot of NIHSeniorHealth page with link to animation
circled]
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On the Home Page, you learned to click on Exercise Stories to find
stories about older adults who enjoy a variety of exercise
activities.
[IMAGE: screenshot of NIHSeniorHealth page with "Go to Exercise
Stories" link circled]
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On the Exercise Stories page, you learned that you needed to click
on The Full Story link under each person’s picture to read
their stories. You learned that you could also scroll down to find
more stories.
[IMAGE: screenshot of NIHSeniorHealth page with "The Full Story"
link circled]
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Once you finished reading the story, you learned that you could
find more stories by clicking on Click here for More Stories.
[IMAGE: screenshot of NIHSeniorHealth page with "Click Here for
More Stories" link circled]