The Coaching Process: Level one Flashcards

Question

Serving of protein

Answer 1

``` one palm 85 - 115g of cooked meat, fish, shellfish, poultry, or tofu 1 cup of greek yogurt or cottage cheese 2 whole eggs 1 scoop protein powder ``` = 25 grams of protein and 145kcal

Answer 2

one fist 1 cup non-starchy vegetables (leafy greens, peppers, tomatoes, cabbage) = 25Kcal

Answer 3

Why: -required by most goals identify overall energy balance goals and factors -identify factors such as(sex, age, activity level, goals, injury, illness, or medication use) discuss energy balance with yoru client -how energy balance plays a role in their current situation and goals -What changes might have to occur choose the method of adjusting energy balance -weight loss: fewer portions more activity -performance, weight gain: more portions, review training load. -track results and adjust use hand portion temlate to build meals and menus - palm for protein - cupped hand for carbs - fist for fiber - thumb for fat use PN plate templates - bigger plate = weight gain - small plate = weight loss use some other method of portion measurement: - plates with compartments - measuring cups or spoons - keep it simple combine portion sizing with appetite awareness -tuning into hunger and fullness cues while eating portions

Answer 4

one thumb 1 tablespoon 14 grams of oils, nuts and seeds, nut butter, cheese, etc = 9g of fat and 100kcal

Answer 5

``` 6 - 8 portions 2300 - 3100Kcal 180g - 230g protein 205g - 270g carbs 85g - 115g fat ```

Answer 6

``` 4 - 6 portions 1400 - 2100Kcal 115g - 170g protien 125 -185g carbs 50g - 80g fats ```

Answer 7

``` First 8 weeks: protein portion colorful plants high fber slow digesting carbs healthy fats ``` Last 2 weeks Meal planning

Answer 8

Bigger plate = weight gain Small plate = weight loss ``` half = vegetables quarter = protein Eigth = starch Eigth = fat ```

Answer 9

``` 4 - 6 portions 1400 - 2100Kcal 115g - 170g protien 125 -185g carbs 50g - 80g fats ```

Answer 10

Why: Many clients feel overwhelmed by information of rules about food. They worry about doing things right or even perfectly, following an arbitrary external standard that might not apply to them. Rather than immediately telling clients how to eat better, collaborate with them to develop their own criteria for what counts as better or higher quality. This helps you inform clients without lecturing and empowers clients to choose foods on their own behavl, using their own guidelines. This does not mean that anything goes, but rather that you help clients develop relative standards of better for themselves, based ontheri current abilitites and reality. Coaching tasks: collaborate on a continuum: - Ask client: ---- In situation X, what might be a better choice? What might be a worse choice? ---- Why would you put food x closr to better and food y closer to worse? ---- What's the worst, the best, and pretty good in that context? -Explore the decision makin gcriteria that your client uses to define better or worse and show them that choices are relative to their abilities and the situation. ----what is the best, worst, and pretty good choices you whould make ... at the gas station, with only 5 minutes to prepare a meal, if you didn't have anyway to refrigerate your lunch at work, to help yoursel feel more satiated with a given meal?, if you wanted something sweet?

Answer 11

Why: Many clients feel overwhelmed by information of rules about food. They worry about doing things right or even perfectly, following an arbitrary external standard that might not apply to them. Rather than immediately telling clients how to eat better, collaborate with them to develop their own criteria for what counts as better or higher quality. This helps you inform clients without lecturing and empowers clients to choose foods on their own behavl, using their own guidelines. This does not mean that anything goes, but rather that you help clients develop relative standards of better for themselves, based ontheri current abilitites and reality. Coaching tasks: collaborate on a continuum: - Ask client: ---- In situation X, what might be a better choice? What might be a worse choice? ---- Why would you put food x closr to better and food y closer to worse? ---- What's the worst, the best, and pretty good in that context? -Explore the decision makin gcriteria that your client uses to define better or worse and show them that choices are relative to their abilities and the situation. ----what is the best, worst, and pretty good choices you whould make ... at the gas station, with only 5 minutes to prepare a meal, if you didn't have anyway to refrigerate your lunch at work, to help yoursel feel more satiated with a given meal?, if you wanted something sweet?

Answer 12

Why: You won't feel, look, or perform your best when you eat a lot of processed food. Coaching tasks Use dietary displacement: By filling up on the good stuff their is less space for the bad stuff. Don't have to stop eating bad stuff, just start eating more of the good stuff - add more veg to your sub - before eating a brownie, eat some fruit and if you still feel like the brownie, then eat that too - have some veg and salad before main course Healthy substitutions: -make a list of potential substitutes for common processed fooods eg. an orange instead of an orange juice Move along the continuum -

Answer 13

Why: You won't feel, look, or perform your best when you eat a lot of processed food. Coaching tasks Use dietary displacement: By filling up on the good stuff their is less space for the bad stuff. Don't have to stop eating bad stuff, just start eating more of the good stuff - add more veg to your sub - before eating a brownie, eat some fruit and if you still feel like the brownie, then eat that too - have some veg and salad before main course Healthy substitutions: -make a list of potential substitutes for common processed fooods eg. an orange instead of an orange juice Move along the continuum: use continuum, instead of giving clients a hard rule like "processed ofods are bad", or asking them to cut out everything at once. Instead - ask "what might be just a little better?" - try one or two of those little better options Notice behaviour patterns: identify triggers(times, places) that leads to the consumption of processed food. - processed food journal - Identity behavourial patterns and then "break the chain" Identify red-yellow-green light foods - Red: foods that are bad news for the client - Yellow: foods that are sometimes okay, sometimes not - Green: foods that make the client feel good. - Ask client which foods they would like to eat more of - Discuss how the client will go about doing this

Answer 14

Why: Along with not eating enough whole foods over all, many people tend to eat a faily limited range of whole foods. eg. only iceberg lettuce instead of radicchio, arugula, endive, etc. Eating more minimally processed foods improves nutrient intake, meal satisfaction, digestion, natural self regulation of energy balance and overall health Coaching tasks Try 1 new ___ every ___ -encourage clients to experiment with trying new: foods, types of foods, flavors, recipes, cuisine styles, cooking, food prep. Go to the grocery store - go to the grocery store with client. Walk them through some basic label reading and food choices. Show them how to create a menu and shop from a list that reflects their budget and food preferences. Take a field trip. - farmers market - butcher - fish store - farm - anywhere client can learn more about food. Try cooking/food prep techniques -Identify simple yet essential cooking or food preparation techniques for whole foods, then assign one technique as an action to practice. build a food budget: - Educate client about cheaper healthy whole food options, such as: cheaper cuts of meat, seasonal fruit and veg, buying and cooking in bulk. Create a roster of go to meals - come up with 3 to 5 simple meals made from whole, less processed foods that client is willing to make - salads with preprepped protein - stir fries - boiled or scrambeld eggs - stews - beans/lentils with seasoning - fruit and cottage chese or greek yogurt -ask client to practice making these core meals Offer extra cooking education -have handy resources on food prep, cooking and shipping handy Make it easy/Use a continuum - pre washed veg and salad greeds - ready to eat vegetables and frozen veg - fresh easy prep fruit or pre cut fruit - canned beas or lentils - whole rotisserie chicken - boiling pot of eggs or potatoes to have on hand - whole grains done over night in slow cooker - grating a fresh tomato for a quick pasta sauce

Answer 15

Why: - for clients who already like cooking, coaches can change the game to broadening clients' repertoire while also enriching and deepening their command of existing food skills and knowledge Coaching tasks expand repertoire fo food types - Chellenge your client to try new types of food categories. For instance, experiment with new types of protein dense food or fruits and vegetables upgrade food purchasing - if the client can afford it, encourage them to purchase higher quality items. This does not mean mindlessly spending on luxury items, it means they invest in food quality - get pastured meat from a local farmer - get environmentally friendly sustainable sources - seasonal fruites and vegetables - learn how to choose the best quality food (testing ripeness or quality) get or stay invovled in the food production process - can include: picking own produce, growing own food, learning how to butcher, hunting, fishing, Further improve preparations and cooking skills. - expanding cooking repetoire - improving thier ability to shop efficiently and effectively - improving their foundational cooking skills and trying new methods of cooking and preperations. - encourage clients to make things from scratch (hummus, yogurt, granola etc.)