‭ TUDY CASE‬

S
‭NUTRITION FOR PHYSICAL ACTIVITIES AND SPORT.‬
‭University:‬‭Universidad de Guayaquil‬
‭Degree Program:‬‭Major in Physical Activity, Sports,‬‭and Recreation Sciences‬
‭Course Duration:‬‭One semester, 12 weeks‬

‭The‬ ‭Nutrition‬ ‭for‬ ‭Physical‬ ‭Activities‬ ‭and‬ ‭Sports‬ ‭course,‬ ‭offered‬ ‭in‬‭the‬‭8th‬‭semester‬‭of‬‭the‬‭major‬‭in‬
‭Physical‬ ‭Activity,‬ ‭Sports,‬ ‭and‬ ‭Recreation‬ ‭Science‬ ‭at‬ ‭the‬ ‭Universidad‬ ‭de‬ ‭Guayaquil,‬ ‭is‬ ‭a‬ ‭new‬
‭component‬‭that‬‭is‬‭applied‬‭for‬‭the‬‭first‬‭time‬‭in‬‭this‬‭major.‬‭Students‬‭when‬‭they‬‭reach‬‭the‬‭8th‬‭semester‬
‭are‬ ‭expected‬ ‭to‬ ‭have‬ ‭already‬ ‭at‬ ‭B1‬ ‭level,‬ ‭since‬ ‭they‬‭have‬‭already‬‭completed‬‭at‬‭that‬‭moment‬‭all‬‭the‬
‭English‬ ‭component‬ ‭levels‬ ‭employed‬ ‭in‬ ‭the‬ ‭curriculum‬ ‭of‬ ‭the‬ ‭degree‬ ‭program‬ ‭offered‬ ‭by‬ ‭the‬
‭university.‬ ‭(proficiency level)‬
‭articulation e integration‬

‭Students‬‭must‬‭pass‬‭this‬‭course‬‭to‬‭continue‬‭in‬‭the‬‭following‬‭9th‬‭semester,‬‭where‬‭they‬‭will‬‭engage‬‭in‬‭a‬
‭nutrition‬‭campaign‬‭project‬‭in‬‭collaboration‬‭with‬‭the‬‭Cruz‬‭Roja‬‭Ecuatoriana.‬‭This‬‭project‬‭will‬‭focus‬‭on‬
‭providing‬ ‭nutritional‬ ‭guidance‬ ‭and‬ ‭resources‬ ‭to‬ ‭English-speaking‬ ‭residents‬ ‭in‬ ‭Ecuador,‬ ‭allowing‬
‭students‬ ‭to‬ ‭apply‬ ‭their‬ ‭knowledge‬ ‭in‬ ‭real-world‬ ‭settings.‬ ‭Through‬ ‭this‬ ‭campaign,‬ ‭students‬ ‭will‬
‭enhance‬ ‭their‬ ‭communication‬ ‭skills‬ ‭in‬ ‭English,‬ ‭address‬ ‭specific‬ ‭nutritional‬ ‭needs‬ ‭within‬ ‭this‬
‭community,‬‭and‬‭gain‬‭practical‬‭experience‬‭in‬‭public‬‭health‬‭promotion.‬‭This‬‭hands-on‬‭project‬‭reinforces‬
‭course concepts while making a meaningful impact on health awareness and education.‬

‭The‬ ‭main‬ ‭aim‬ ‭of‬ ‭this‬ ‭course‬ ‭is‬ ‭to‬ ‭broaden‬ ‭the‬ ‭knowledge‬ ‭and‬ ‭explore‬ ‭how‬ ‭different‬ ‭nutrients‬
‭contribute‬ ‭to‬ ‭energy‬ ‭production,‬ ‭endurance,‬ ‭strength,‬ ‭and‬ ‭recovery‬ ‭in‬‭athletes‬‭and‬‭physically‬‭active‬
‭individuals,‬ ‭allowing‬ ‭for‬ ‭informed‬ ‭dietary‬ ‭choices‬ ‭that‬ ‭enhance‬ ‭athletic‬ ‭performance‬ ‭and‬ ‭overall‬
‭fitness.‬‭(objective)‬

‭learning outcomes‬

‭Understand nutrition’s role in development and athletic performance.‬

‭Apply nutritional assessment techniques across life stages.‬
‭Design diets for diverse health needs.‬
‭Plan educational programs promoting healthy diets.‬
‭Build skills in critical thinking for nutrition practices‬

‭CORE COMPONENTS (MATERIALS)‬

‭In‬ ‭this‬ ‭course,‬ ‭students‬ ‭delve‬ ‭into‬ ‭essential‬‭topics‬‭on‬‭nutrition's‬‭impact‬‭on‬‭health,‬‭focusing‬‭on‬

‭areas‬ ‭like‬ ‭nutritional‬ ‭science,‬ ‭dietetics,‬ ‭and‬ ‭dietary‬ ‭planning‬ ‭for‬ ‭diverse‬ ‭populations.‬ ‭The‬
‭curriculum‬ ‭addresses‬ ‭foundational‬ ‭concepts,‬ ‭such‬ ‭as‬ ‭nutrient‬ ‭functions,‬ ‭metabolism,‬ ‭and‬ ‭the‬
 ‭role‬ ‭of‬ ‭balanced‬ ‭diets‬ ‭in‬ ‭supporting‬ ‭physical‬ ‭activity‬ ‭and‬ ‭optimal‬ ‭development.‬ ‭Students‬‭also‬
‭explore‬ ‭practical‬ ‭aspects,‬ ‭including‬ ‭anthropometric‬ ‭assessment‬ ‭techniques‬ ‭and‬ ‭dietary‬ ‭design‬
‭for‬ ‭specific‬ ‭health‬ ‭conditions,‬ ‭which‬ ‭are‬ ‭crucial‬ ‭for‬ ‭applying‬ ‭nutritional‬ ‭knowledge‬ ‭in‬
‭real-world contexts.‬

‭To‬‭support‬‭the‬‭learning‬‭process,‬‭the‬‭university‬‭provides‬‭access‬‭to‬‭online‬‭databases‬‭on‬‭nutrition‬
‭science‬ ‭and‬ ‭dietetics.‬ ‭These‬ ‭databases‬ ‭provide‬ ‭students‬ ‭with‬ ‭extensive,‬ ‭up-to-date‬ ‭scientific‬
‭literature,‬ ‭enabling‬ ‭evidence-based‬ ‭research‬ ‭and‬ ‭the‬ ‭application‬ ‭of‬ ‭best‬ ‭practices‬ ‭in‬ ‭dietetics‬
‭and nutrition planning.‬‭(material and technology integration)‬

‭The‬ ‭course‬ ‭emphasizes‬ ‭honesty,‬ ‭loyalty,‬ ‭and‬ ‭cooperation.‬ ‭Honesty‬ ‭fosters‬ ‭integrity‬ ‭and‬
‭responsibility,‬ ‭loyalty‬ ‭builds‬ ‭dedication‬ ‭and‬ ‭belonging,‬ ‭and‬‭cooperation‬‭encourages‬‭teamwork‬
‭and‬‭positivity.‬‭Together,‬‭these‬‭principles‬‭create‬‭a‬‭foundation‬‭for‬‭impactful‬‭professional‬‭growth.‬
‭(values)‬

‭ utrition‬ ‭for‬ ‭Physical‬ ‭Activities‬ ‭and‬ ‭Sport‬ ‭in‬ ‭the‬ ‭Faculty‬ ‭of‬ ‭Physical‬ ‭Education,‬ ‭Sport,‬ ‭and‬
N
‭Recreation‬ ‭at‬ ‭the‬ ‭University‬‭of‬‭Guayaquil‬‭collaborated‬‭with‬‭experts‬‭in‬‭nutritional‬‭science‬‭to‬
‭identify‬ ‭the‬ ‭key‬‭competencies‬‭essential‬‭for‬‭students‬‭pursuing‬‭careers‬‭in‬‭physical‬‭education‬
‭and‬‭sports.‬‭This‬‭partnership‬‭utilized‬‭a‬‭targeted‬‭approach‬‭to‬‭nutrition‬‭education,‬‭focusing‬‭on‬
‭specific‬ ‭skills‬ ‭and‬ ‭knowledge‬ ‭areas‬ ‭crucial‬ ‭to‬ ‭students'‬ ‭professional‬ ‭development.‬ ‭With‬
‭these‬ ‭insights,‬ ‭a‬ ‭course‬ ‭was‬ ‭designed‬ ‭to‬ ‭integrate‬ ‭critical‬ ‭elements‬ ‭of‬ ‭nutrition,‬ ‭such‬ ‭as‬
‭dietary‬ ‭assessment,‬ ‭balanced‬ ‭diet‬ ‭planning,‬ ‭and‬ ‭nutritional‬ ‭evaluation‬ ‭across‬ ‭different‬ ‭life‬
‭stages.‬‭Through‬‭this‬‭tailored‬‭curriculum,‬‭students‬‭are‬‭equipped‬‭with‬‭practical‬‭and‬‭theoretical‬
‭tools‬‭that‬‭directly‬‭support‬‭their‬‭roles‬‭in‬‭promoting‬‭health‬‭and‬‭optimal‬‭physical‬‭performance‬‭in‬
‭diverse settings.‬
‭The‬‭course‬‭content‬‭is‬‭structured‬‭over‬‭a‬‭12-week‬‭semester,‬‭designed‬‭to‬‭progressively‬‭guide‬
‭students‬‭through‬‭essential‬‭topics‬‭in‬‭nutrition‬‭science‬‭and‬‭its‬‭application‬‭to‬‭physical‬‭education‬
‭and‬ ‭sports.‬‭Throughout‬‭the‬‭course,‬‭students‬‭will‬‭build‬‭foundational‬‭knowledge‬‭and‬‭develop‬
‭practical‬ ‭skills‬ ‭in‬ ‭dietary‬ ‭assessment,‬ ‭nutritional‬ ‭planning,‬ ‭and‬ ‭addressing‬ ‭diverse‬ ‭health‬
‭needs.‬ ‭This‬ ‭curriculum‬ ‭aims‬ ‭to‬ ‭equip‬ ‭students‬ ‭with‬‭both‬‭the‬‭theoretical‬‭understanding‬‭and‬
‭hands-on‬ ‭experience‬ ‭needed‬ ‭for‬ ‭professional‬ ‭roles‬ ‭in‬ ‭nutrition‬ ‭and‬ ‭physical‬ ‭health‬
‭promotion.‬ ‭The‬ ‭course‬ ‭planning‬ ‭is‬ ‭detailed‬ ‭as‬ ‭follows:‬ ‭la‬ ‭tabla‬ ‭(scope‬ ‭contenido‬ ‭weeks,‬
‭sequence‬ ‭niveles,‬ ‭continuity‬ ‭la‬ ‭continuidad‬ ‭de‬ ‭los‬ ‭niveles,‬ ‭types‬ ‭of‬ ‭curriculum‬ ‭written,‬
‭students learned centered, international standard)‬ learner-centered approcha: for example ,this course
allows students to take ownership of their learning,
explore topics of personal interest, and apply their
knowledge in a practical context.
‭Week‬ ‭Topic‬ ‭Description and Activities‬

‭1‬ I‭ntroduction‬ ‭to‬ ‭Nutrition‬ ‭and‬ ‭●‬ O ‭ verview‬‭of‬‭nutrition’s‬‭role‬‭in‬‭health‬‭and‬

‭Health‬ ‭physical‬‭performance,‬‭alongside‬‭course‬
‭objectives.‬
Communicative Language
Approach: for example They ‭➔‬ ‭Activities‬‭include‬‭an‬‭introductory‬‭lecture‬
must use English to ‭and‬ ‭discussion‬ ‭to‬ ‭establish‬ ‭basic‬
communicate dietary ‭concepts‬ ‭and‬ ‭course‬ ‭expectations.‬
recommendations, ask
questions, and provide feedback,
Thinking Skills
thereby enhancing their
for example they must use critical thinking to evaluate the
language skills through practical,
specific needs of each case and justify their dietary
real-life scenarios.
recommendations based on scientific evidence.
 about the types of curriculum i think you can put excluded you can choose any topic you
think it not neccesary to apply for course foe exmaple: in the week 2 nutrients and basic
metabolism, maybe you can put: tearchers dont want cover this topic the nutrients and
basic metabolism because they have problems for blackout, just example but maybe that.
‭ tudents‬ ‭will‬ ‭identify‬ ‭and‬ ‭define‬
S
‭foundational concepts in nutrition.‬

‭2‬ ‭ utrients‬
N ‭and‬ ‭Basic‬
‭●‬ U ‭ nderstanding‬ ‭the‬ ‭roles‬ ‭of‬
‭Metabolism‬ ‭macronutrients‬ ‭(carbohydrates,‬
‭proteins,‬ ‭fats)‬ ‭and‬ ‭micronutrients‬
International Standards
for exmaple based on nutricion you can included the ‭(vitamins, minerals) in metabolism.‬
curriculum aligns with international standards by ‭➔‬ ‭Group‬ ‭work‬ ‭focuses‬ ‭on‬ ‭identifying‬
incorporating guidelines from global health organizations ‭nutrient‬ ‭functions‬ ‭and‬ ‭their‬ ‭effects‬ ‭on‬
such as the World Health Organization and the ‭health,‬ ‭followed‬ ‭by‬ ‭a‬ ‭presentation‬ ‭and‬
International Olympic Committee For instance, students
learn about the world health oraganization dietary ‭group‬ ‭discussion.‬ ‭Students‬‭will‬‭analyze‬
recommendations and how to apply these standards in ‭nutrient‬‭roles‬‭and‬‭evaluate‬‭their‬‭impacts‬
their nutritional planning and assessments. ‭on health.‬

‭3‬ ‭Energy and Caloric Needs‬ ‭●‬ I‭ntroduction‬ ‭to‬ ‭energy‬ ‭balance,‬ ‭caloric‬
CLIL ‭needs,‬ ‭and‬ ‭factors‬ ‭affecting‬ ‭energy‬
Example: during a lesson on dietry assessmen, ‭requirements.‬
the students are required to read anykind ‭➔‬ ‭Activities‬ ‭include‬ ‭a‬ ‭lesson‬ ‭assessment‬
scientific articles in english about differents ‭where‬ ‭students‬ ‭calculate‬ ‭energy‬‭needs‬
dietary methods or idk, see the topics. They
then discuss these methods in groups, using ‭based‬ ‭on‬ ‭different‬ ‭physical‬ ‭activity‬
English to explain and compare the techniques. ‭levels.‬ ‭Students‬ ‭will‬ ‭apply‬ ‭concepts‬ ‭to‬
This integrates both content (nutrition) and ‭real-life‬ ‭scenarios‬ ‭by‬ ‭determining‬
language learning (English) ‭individual caloric requirements.‬

‭4‬ ‭ ater,‬ ‭Electrolytes,‬

W ‭and‬ ‭●‬ I‭mportance‬ ‭of‬ ‭hydration‬ ‭and‬ ‭electrolyte‬
‭Hydration‬ ‭balance,‬ ‭with‬ ‭a‬ ‭focus‬ ‭on‬ ‭preventing‬
‭dehydration.‬
‭➔‬ ‭A‬ ‭group‬ ‭case‬ ‭study‬ ‭on‬ ‭hydration‬
‭strategies‬ ‭allows‬ ‭students‬ ‭to‬ ‭evaluate‬
‭hydration‬ ‭needs‬ ‭and‬ ‭apply‬ ‭solutions‬ ‭to‬
‭case‬ ‭studies‬ ‭based‬ ‭on‬ ‭hydration‬
‭knowledge.‬

‭5‬ ‭Dietary Planning Basics‬ ‭●‬ B

‭ asics‬ ‭of‬ ‭dietary‬ ‭planning,‬ ‭including‬
‭food‬‭groups‬‭and‬‭portion‬‭sizes,‬‭to‬‭create‬
‭balanced diets.‬
‭➔‬ ‭Activities‬ ‭include‬ ‭a‬‭lesson‬‭assessment‬
‭on‬ ‭dietary‬ ‭planning‬ ‭principles,‬ ‭where‬
‭students‬ ‭design‬ ‭a‬ ‭basic‬ ‭diet‬ ‭plan‬ ‭for‬ ‭a‬
‭selected‬‭population‬‭group.‬‭Students‬‭will‬
‭create‬ ‭a‬ ‭diet‬ ‭plan‬ ‭and‬ ‭apply‬ ‭dietary‬
‭planning‬ ‭knowledge‬ ‭to‬ ‭meet‬
‭group-specific needs.‬

‭6‬ ‭Partial 1 Exam‬ ‭●‬ A ‭ ‬‭comprehensive‬‭exam‬‭covering‬‭Weeks‬

‭1–5.‬
‭➔‬ ‭The‬ ‭exam‬ ‭will‬ ‭test‬ ‭knowledge‬ ‭on‬
‭foundational‬ ‭nutrition‬ ‭concepts,‬ ‭nutrient‬
 f‭unctions,‬ ‭energy‬ ‭balance,‬ ‭and‬ ‭dietary‬
‭planning‬ ‭basics.‬ ‭Students‬ ‭will‬ ‭recall‬
‭foundational‬ ‭information‬ ‭through‬
‭multiple-choice‬ ‭questions‬ ‭and‬ ‭apply‬
‭concepts‬ ‭through‬ ‭case-based‬
‭questions.‬

‭7‬ ‭ utritional‬ ‭Assessment‬ ‭and‬

N ‭●‬ I‭ntroduction‬‭to‬‭techniques‬‭for‬‭assessing‬
‭Anthropometry‬ ‭nutritional‬ ‭status,‬ ‭including‬
‭anthropometric‬ ‭measurements‬ ‭and‬
‭body composition analysis.‬
‭➔‬ ‭Students‬ ‭will‬ ‭learn‬ ‭assessment‬ ‭tools‬
‭and‬ ‭practice‬ ‭basic‬ ‭measurement‬
‭techniques‬ ‭in‬ ‭a‬ ‭lab‬ ‭setting,‬ ‭analyzing‬
‭body‬ ‭metrics‬ ‭and‬ ‭applying‬ ‭techniques‬
‭for accurate nutritional assessment.‬

‭8‬ ‭ utritional‬ ‭Needs‬ ‭Across‬‭Life‬

N ‭●‬ E ‭ xploration‬ ‭of‬ ‭dietary‬ ‭needs‬ ‭across‬
‭Stages‬ ‭different‬ ‭life‬ ‭stages‬ ‭(infants,‬ ‭children,‬
‭adults, elderly).‬
‭➔‬ ‭Group‬ ‭project‬ ‭on‬ ‭nutrition‬ ‭through‬ ‭the‬
‭life‬ ‭cycle,‬ ‭where‬ ‭students‬ ‭present‬ ‭on‬
‭unique‬ ‭nutritional‬ ‭requirements‬ ‭for‬
‭specific‬ ‭age‬ ‭groups.‬ ‭Students‬ ‭will‬
‭understand‬ ‭age-specific‬ ‭needs‬ ‭and‬
‭synthesize‬ ‭knowledge‬ ‭to‬ ‭present‬
‭age-tailored nutrition plans.‬

‭9‬ ‭ utrition‬
N ‭for‬ ‭Health‬ ‭●‬ D ‭ ietary‬ ‭adjustments‬ ‭for‬ ‭managing‬
‭Conditions‬ ‭conditions‬ ‭such‬ ‭as‬ ‭obesity,‬ ‭diabetes,‬
‭and cardiovascular disease.‬
‭➔‬ ‭A‬ ‭lesson‬ ‭assessment‬ ‭evaluates‬
‭students'‬ ‭ability‬ ‭to‬ ‭recommend‬ ‭dietary‬
‭interventions‬ ‭for‬ ‭these‬ ‭conditions.‬
‭Students‬‭will‬‭evaluate‬‭health‬‭needs‬‭and‬
‭develop‬ ‭tailored‬ ‭diet‬ ‭plans‬ ‭for‬ ‭specific‬
‭health conditions.‬

‭10‬ ‭ ood‬ ‭Safety‬ ‭and‬ ‭Dietary‬

F ‭●‬ B ‭ asics‬ ‭of‬ ‭food‬ ‭safety‬ ‭and‬ ‭the‬ ‭role‬ ‭of‬
‭Supplements‬ ‭supplements in nutrition.‬
‭➔‬ ‭Students‬ ‭engage‬ ‭in‬ ‭a‬ ‭group‬ ‭activity‬
‭analyzing‬ ‭the‬ ‭benefits‬ ‭and‬ ‭risks‬ ‭of‬
‭supplements,‬ ‭followed‬ ‭by‬ ‭a‬ ‭class‬
‭discussion‬ ‭on‬ ‭their‬ ‭findings.‬ ‭Students‬
‭will‬ ‭evaluate‬ ‭supplement‬ ‭risks‬ ‭and‬
‭analyze‬ ‭food‬ ‭safety‬ ‭practices,‬ ‭applying‬
‭critical thinking in group analysis.‬
 ‭11‬ ‭ enu‬
M ‭Planning‬ ‭and‬ ‭●‬ D ‭ eveloping‬ ‭skills‬ ‭in‬ ‭menu‬ ‭planning‬ ‭for‬
‭Nutritional Applications‬ ‭various population groups.‬
‭➔‬ ‭Students‬ ‭complete‬ ‭a‬ ‭lesson‬
‭assessment‬ ‭where‬ ‭they‬ ‭create‬ ‭a‬ ‭menu‬
‭plan‬ ‭tailored‬ ‭to‬ ‭the‬ ‭dietary‬ ‭needs‬ ‭of‬ ‭a‬
‭specific‬ ‭group,‬ ‭demonstrating‬ ‭practical‬
‭application‬ ‭of‬ ‭learned‬ ‭principles.‬
‭Students‬ ‭will‬ ‭create‬ ‭comprehensive‬
‭menu‬ ‭plans‬ ‭based‬ ‭on‬ ‭individual‬ ‭group‬
‭needs.‬

‭12‬ ‭Partial 2 Exam‬ ‭●‬ A ‭ ‬‭comprehensive‬‭exam‬‭covering‬‭Weeks‬

‭7–11.‬
‭➔‬ ‭This‬ ‭exam‬ ‭will‬ ‭assess‬ ‭students'‬
‭understanding‬ ‭of‬ ‭nutritional‬
‭assessment,‬ ‭life-stage‬ ‭nutrition,‬ ‭dietary‬
‭management‬ ‭for‬ ‭health‬ ‭conditions,‬ ‭and‬
‭practical‬ ‭menu‬ ‭planning.‬ ‭Students‬ ‭will‬
‭apply‬ ‭and‬ ‭evaluate‬ ‭knowledge‬ ‭through‬
‭scenario-based‬ ‭questions‬ ‭and‬ ‭practical‬
‭problem-solving.‬

‭ he‬ ‭Nutrition‬ ‭for‬ ‭Physical‬ ‭Activities‬ ‭and‬ ‭Sports‬ ‭course‬ ‭at‬ ‭the‬ ‭Universidad‬ ‭de‬ ‭Guayaquil‬
T
‭effectively‬ ‭integrates‬ ‭both‬ ‭content‬ ‭and‬ ‭language‬ ‭learning,‬ ‭enabling‬ ‭students‬ ‭to‬ ‭engage‬ ‭in‬
‭comprehensive‬ ‭academic‬ ‭development‬ ‭while‬ ‭improving‬ ‭their‬ ‭English‬ ‭proficiency.‬ ‭The‬
‭course,‬‭which‬‭is‬‭aimed‬‭at‬‭students‬‭with‬‭a‬‭B1‬‭level‬‭of‬‭English,‬‭covers‬‭practical‬‭and‬‭theoretical‬
‭aspects‬ ‭of‬ ‭nutrition,‬ ‭ensuring‬ ‭students‬ ‭gain‬ ‭both‬ ‭knowledge‬ ‭and‬ ‭language‬ ‭skills‬ ‭through‬
‭instruction‬ ‭conducted‬ ‭entirely‬‭in‬‭English.‬‭This‬‭approach‬‭equips‬‭students‬‭to‬‭apply‬‭nutritional‬
‭science effectively within physical health and sports contexts.‬

‭ ligned‬ ‭with‬ ‭the‬ ‭course’s‬ ‭main‬ ‭objectives,‬ ‭students‬ ‭participate‬ ‭in‬ ‭theoretical‬ ‭lessons‬ ‭and‬
A
‭practical‬ ‭activities‬ ‭that‬ ‭deepen‬ ‭their‬ ‭understanding‬ ‭of‬ ‭nutrition’s‬ ‭impact‬ ‭on‬ ‭athletic‬
‭performance‬ ‭and‬ ‭overall‬ ‭health.‬ ‭Through‬ ‭group‬ ‭projects,‬ ‭interactive‬ ‭discussions,‬ ‭and‬
‭practical‬ ‭applications,‬ ‭students‬ ‭strengthen‬ ‭their‬ ‭English‬ ‭skills‬ ‭while‬ ‭engaging‬ ‭with‬ ‭topics‬
‭such‬ ‭as‬ ‭dietary‬ ‭planning,‬ ‭nutritional‬ ‭assessments,‬ ‭and‬ ‭sports-specific‬ ‭nutrition‬ ‭strategies.‬
‭These‬ ‭activities‬ ‭promote‬ ‭active‬ ‭use‬ ‭of‬ ‭English‬ ‭in‬ ‭real-world‬ ‭scenarios,‬ ‭enhancing‬
‭communication and professional preparedness.‬

‭ he‬ ‭structured‬ ‭curriculum‬ ‭includes‬ ‭essential‬ ‭topics‬ ‭like‬ ‭nutrient‬ ‭functions,‬ ‭energy‬‭balance,‬
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‭hydration,‬ ‭dietary‬ ‭planning,‬ ‭and‬ ‭nutritional‬ ‭requirements‬ ‭across‬ ‭various‬ ‭life‬ ‭stages.‬ ‭These‬
‭core‬ ‭subjects‬ ‭align‬ ‭with‬ ‭the‬ ‭course’s‬ ‭aim‬ ‭of‬ ‭preparing‬ ‭students‬ ‭for‬ ‭professional‬ ‭roles‬ ‭in‬
‭nutrition‬ ‭and‬ ‭physical‬ ‭health‬ ‭promotion.‬ ‭The‬ ‭course‬ ‭assessments—exams,‬ ‭project‬
‭ resentations,‬ ‭and‬ ‭hands-on‬ ‭tasks—are‬ ‭designed‬ ‭to‬ ‭ensure‬ ‭students‬ ‭can‬ ‭apply‬ ‭their‬
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‭knowledge practically and theoretically.‬

‭ ecognizing‬‭the‬‭evolving‬‭needs‬‭of‬‭the‬‭field,‬‭the‬‭teacher‬‭introduces‬‭additional‬‭topics‬‭that‬‭are‬
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‭not‬‭formally‬‭included‬‭in‬‭the‬‭curriculum‬‭to‬‭address‬‭emerging‬‭trends‬‭or‬‭overlooked‬‭areas‬‭that‬
‭could‬ ‭enhance‬ ‭students’‬ ‭expertise.‬ ‭For‬ ‭instance,‬ ‭the‬ ‭teacher‬‭decided‬‭to‬‭include‬‭topics‬‭like‬
‭advanced sports supplementation and nutritional strategies for injury recovery.‬