FitWell empowers students to become active participants in their own health through a first-of-its-kind student-centered approach. McGraw-Hill conducted extensive market research with over 4,000 students to gain insight into their studying and buying behavior. Students told us they wanted more portability with innovative visual appeal and content that is designed according to the way they learn. Instructors we surveyed told us they wanted a way to engage their students without compromising on high quality content. Our findings concluded that students who actively participated in their own learning actually retained more information and were able to apply it more often to their every day lives. How could we build a program for students that would promote active learning while providing visual appeal, portability, and relevance?
We are excited to introduce to you the first-of-its kind program for Fitness and Wellness. FitWell delivers the serious content you want in both a magazine-style format that’s fun to read and an online learning space that commands active learning. We began by collecting over 1,000 Fitness and Wellness questions asked by real students. Questions like, “How can I improve my self-esteem?” or “Do I really need 8 glasses of water a day?” introduce each section of material throughout the program. With its series of assignable videos that debunk common health and fitness myths (“Sit Ups Make Your Stomach Flatter” or “Marijuana gives you munchies”), FitWell grabs hold of students’ attention and doesn’t let go. The real-life behavior change case study videos found online provide students with unmatched relevance. Students click, watch, and learn: these videos follow real college students attempting to change their behavior for an entire semester, and hopefully for life. With its online Fitness assessments, assignable interactive animations, and online labs, FitWell engages students like no other fitness and wellness program.
The Right Conversations:
To make our program relevant, we wanted to understand what students care about when it comes to their health and well-being. It turned out, when it comes to Fitness and Wellness, students had a lot of questions! We compiled over 1,000 questions that students asked our authors. These real student questions like, “Can colds really come from stress?” or “What’s the best exercise for me?” introduce each section of material, ensuring the content that follows is always research-based and relevant. Instead of passively reading, your students actively engage in questions, answers, and conversations that are of interest to them.
The Right Instruction:
Assign your students a series of short video clips throughout the semester that track the progress of real students making behavior changes in their lives. Follow Greg on his quest to begin exercising and watch him document his challenges on camera. Will he be able to make lasting, healthy choices? Your students will have to tune in and find out for themselves!
Captivate your students by assigning “Myth/Fact” videos that explore common myths, like “Oily Foods Give You Acne”, and separate the fact from fiction. Students actively work through the FitWell system online and in their magazine-style text, completing fitness assessments, interactive animations, and labs. Not only does this format produce measurable results that are documented online, but the focus on active learning is the first step towards inspiring more active students.
The Right Time:
The time is right for a flexible hybrid print-digital learning system that meets students online, where they already work, play, and live.
Active Learning. Active students.
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Gary Liguori, PhD, is a Fellow of the American College of Sports Medicine and current Chair of the Health Fitness Specialist sub-committee. Gary has been on Health/Exercise Science faculty at the University of Wyoming, Youngstown State University, and North Dakota State University. He is currently the department head for Health and Human Performance at the University of Tennessee at Chattanooga. Gary has received numerous peer and student-driven awards for his teaching and advising at each institute, and has taught in The Netherlands on an international exchange. Gary’s research is focused on objective monitoring of physical activity in sub-populations, including childcare attendees, cancer survivors, and bariatric surgery candidates. He has published in a range of journals, often with graduate students and colleagues from around the world, and serves as a reviewer for a number of journals and annual meetings. Gary has traveled around the world for various presentations and is very committed to helping his local community stay active.
Sandra Carroll-Cobb has been teaching health and physical education classes in schools, businesses, and medical facilities for over 20 years. She has presented at a number of state, regional and national conventions and has served on several professional organization national committees. At the University of Alaska Anchorage since 2000, Dr. Carroll-Cobb has served as faculty, interim associate dean, and interim dean. During this time she has remained active with health and physical activity programs throughout the community and state. She has served on the Conoco-Phillips Healthy Futures Advisory Board, worked as a statewide trainer for the Alaska Department of Education & Early Development Team Nutrition grant, served as a PEP grant evaluator for the Anchorage School District, and was a contributor to the Alaska School Health and Safety Plan. She currently serves as Chair and Associate Professor in the Department of Health, Physical Education & Recreation. She is active on the Steering Committee for the State of Alaska Cardiovascular Health Coalition (Take Heart Alaska); the Executive Board of the Alaska Association for Health, Physical Education, Recreation and Dance; and the Anchorage Community YMCA Advisory Board.
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