COMMUNITY OPERATING PLAN

Complete parts A-D before the presentation/event, and then parts E

implementation. Use this outline as a guide for developing all programs and
presentations. The questions in each section are designed to help you in the
development process. You must answer all of the questions listed, but if you
feel there is other important information please include that as well.
A. PROJECT INFO:
Event:Fueling for Fitness (in-service)

Topic: General nutrition for exercise

Event Date: Tuesday, Nov 10

Location: Cheshire Medical Center

Intern Name(s): Katie Glynn and Leanne Schoenfeld

Team Leader: Katie Glynn

Preceptor: Stephanie

Person responsible for writing the COP: Katie Glynn

B. NEEDS ASSESSMENT:
1. Identify site contact:

Jen Begley

2. Identify population
a) Gender

Male and female

b) Age
c) Education level

~ 25-55
High school education to potentially MDs

d) Number of participants Two separate groups of 8 - 12

3. How was topic determined (Did you speak with anyone about the group? Did
you get to observe the setting and participants beforehand? If so, describe the
participants and any other pertinent information (i.e. if in a classroom, observe
classroom management techniques).
a) Other programs recently presented
b) What the audience knows
c) What the audience wants to know - what is relevant
d) Evaluate health literacy - and other cultural issues
We did not get observe this group beforehand, but I (Katie) did get to meet with
Jen Begley briefly. We discussed the type of group she is expecting Jen
described both their fitness and education level as middle of the road and said
they have basic nutrition knowledge. She asked us to speak about how to eat for
enough energy to exercise, including topics of protein shakes and powders,
timing of meals and snacks, and hydration. I was able to see the room we would
use as well (see below). They have not seen any other programs recently.

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4. Setting - tour of facility

a) Room size and set up (diagram)
The room size is about the size of a typical classroom, but long and narrow.
There are no desks, just a few rows of chairs.

b) Presentation resources
Availability of food prep area
o Two small tables in the back for food prep but no sink
or appliances
AV resources - space available for visual teaching aids
o Laptop, projector, and projector screen available
5. Day of week/ time of day for presentation
Tuesday, one session from 12:00pm-1:00pm and one session from 4:30pm5:30pm.
6. Duration
a) Attention span

~20 minutes

b) Conflict with other activities for population

12:00 session
competes with lunch hour
4:30 session
competes with normal time to go home
7. Marketing potential - whose responsibility

Jen Begley sign up sheets

and emails to 5k training program
group

8. Budget
a) Will there be a charge

No

b) Funds to cover supplies

$75

c) Cost of marketing

$0

9. Best way/time to reach site contact for future plans Email, any time
10. Write a community group focused PES statement based on your assessment.

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Inadequate knowledge regarding nutrition for exercise related to a food- and

nutrition-related knowledge deficit as evidenced by comments and questions
received by program manager.
C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1. Meeting Dates
Dates scheduled for planning and who will attend.
o Sunday 11/2, Katie and Leanne
o Thursday 11/5, Katie and Leanne
o Wednesday 11/4, Katie and Leanne

7 day meeting: Tuesday 11/3 8:00 am,

Evaluation meeting scheduled for:

Tuesday 11/10 1:00 pm with
Stephanie
(Usually held directly after presentation but may be scheduled for
later).

Friday 11/6 11:00 am

2. Based on the results of the needs assessment, what did you do to prepare?
We prepared a slideshow presentation addressing the topics that we were
asked to cover, with additional details we deemed important.
3. How did you go about the development process? Who was involved?
Both of us brainstormed what we should cover in a presentation about
nutrition for 5k training and participation, factoring in what Jen said she would
like us to touch on. We collaborated on the slideshow using Google slides.
Leanne put together the Jeopardy board and Katie put together the handout.
4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
We used resource from the Academy of Nutrition and Dietetics, Nancy Clark
Sports Dietitian, Hannaford supermarket, Cabot cheese, the Livestrong
foundations website. We found them mostly online, but we were also given
some resources by Stephanie. They provided the basic nutrition for exercise
information that this group needs.
D. DEVELOPMENT (what the outcome of your planning and
development):
1. Measurable Learning Objectives:
Participants will identify high-quality food sources of carbohydrates
Participants will identify high-quality food sources of protein

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 Participants will be able to identify the most beneficial timing for

consuming carbohydrates and protein in regards to exercising
2. Outline of presentation:
Describe all components of the program or material, and the team member
responsible for them. Include descriptions of the content, learning activities,
food activities, visuals, education materials and evaluation
methods/materials. (May attach as separate document.)
3. Describe how your presentation addresses different learning styles:

Auditory:

Our presentation, answering questions verbally

Visual:
sugar

Powerpoint, flipchart, urine bottles, Gatorade bottle ,

Kinesthetic:

List ways that you included multiple intelligences in your planning.

Energy bites, Jeopardy

- Both words and pictures on slide to accommodate readers with lower

ability
- The energy bite activity teaches that healthy high-quality protein and
carbohydrates are also tasty to participants of all intelligence levels
- Participants who need to be challenged have a chance to answer
Jeopardy questions
- Participants who are not understanding the material as fast arent put on
the spot because the Jeopardy is a team effort
4. Explain how your planned evaluation method will show whether your learning
objectives were met.
Our planned evaluation method will be a fun game of Jeopardy that doubles
as an activity. It will require our audience to answer several questions that
include 3 specific questions that would prove they understand our three
objectives.
5. What problems did you encounter in the development process?
It took more than one email to get in contact with Jen to discuss what she
really wanted from us for this presentation. Once we did, I dont think I asked
enough specific questions about the group. At the 7-day meeting, Stephanie
suggested we edit our content to focus more on general nutrition for
exercising since the 5K is not until April. It was also difficult to find times that
Leanne and I could both work on the project, and all meetings were phone
discussions, which have some limitations.
Complete sections E after the presentation/event is complete.

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E. IMPLEMENTATION and EVALUATION:

1. For a program or presentation, describe objectively what happened the day of
the presentation, using examples. Include any last minute changes to the
planned setting, audience, number of participants.
The first session at 12:00 was attended by 6 participants, including Jen Begley, our
site contact. This was a little bit lower than we were expecting (between 8-12). We
did have to use the USB file of the presentation instead of the online version (due to
lack of reliable internet) which altered the formatting of some slides. We moved
through the presentation at the perfect pace, answering questions along the way,
and managing to regain focus after being interrupted by some employees who
needed to move chairs out of the room. For the second session at 4:30, not a single
person showed up.

2. Did the presentation go as planned? Reflect on what went well.

While the number of participants was not what we expected, the presentation itself
went just as planned. The participants gave us great questions to start off,
contributed throughout, and really enjoyed the Jeopardy game - it got them
laughing and brought out a little fun competition. Our timing was perfect at exactly
one hour with everything included.
Another thing that didnt go as planned was the experience level of our participants.
When we went around the room for our icebreaker and asked them to introduce
themselves, we were very surprised to learn that the majority of them were
endurance athletes. All of them had already run a 5K before, a few had run half
marathons, and one was a former triathlete who is now an aqua biker. We
immediately realized we were not going to meet their needs with the basic fitness
information we had prepared. Additionally, it was a little disappointing that no one
came to the second session because we put a lot of time and effort into preparing
this presentation and we didnt get the opportunity to reach very many people.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
The audience seemed to be really engaged in the presentation taking notes
and participating when appropriate. In some instances it was hard to get them to
respond to some questions we asked, and after discussing it, Leanne and I realized
we may have come off as condescending asking questions that were too easy.
They loved the Peanut Butter Energy Ball samples and seemed eager to make them
for a pre-workout snack, and as I said before they got really into the Jeopardy game.
I think we did a decent job of debunking a few myths they were carrying around
about paleo diets and protein needs. In fact, we had one woman who recently ran a
half-marathon realize that the most probable reason she always used to feel wiped
after workouts is because she was on a lower carbohydrate diet! We were both
pleased knowing we changed just one persons perspective.

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Stephanie commented that we needed to make the presentation more

interactive by asking more questions about their own personal experiences, for
example with protein shakes/bars, which foods work for them before workouts
versus those that dont, etc. They are adults and they do have a lot of life
experience to contribute and we did not take advantage of that as much as we
could have. Stephanie also noted that even though these were experienced
runners, there did seem to be a need for these women to get back to the basics
so the review we gave of that information (how much carbohydrate and protein to
eat and when) was indeed helpful for them.
4. How well did the audience grasp your objectives?
We used a question-and-answer game similar to Jeopardy for our evaluation tool.
They answered all the questions that directly correlated to our objectives correctly,
so we think our audience grasped our objectives very well. We were definitely
pleased.
5. What would you do differently/the same the next time - or what would you
change if you had more time? How effective do you feel your
program/material was for the target audience?
If we had more time, we definitely would have allowed for more discussion about
personal experiences both with and amongst the participants. I do feel we were
effective (based on our evaluation, they did learn about proper amounts, sources,
and timing of macronutrients) but our audience definitely could have benefitted
from even more advanced and detailed information in regards to sports nutrition.
Unfortunately, because no one technically registered for the session, we did not
know the type of people we would be getting. Had we known, we would have
included that advanced information.
6. Recommendations for future Interns:
If other interns work with the Cheshire 5k Training program in the future and they
very well may, since Jen mentioned having interns come back for a session closer to
the 5k race in April they should plan to have adults who are lifelong athletes and
are well educated. These people want to know what they are doing right in
regards to what theyre eating, what they are doing wrong, and specifically how
they can use nutrition to improve their performance. I would recommend talking
about what to do/what not to do on race day. Being very current on the latest
research in the field is a good idea. Additionally, I recommend figuring out a way to
better market this event and motivate people to pre-register so you can get a better
idea of how many and what type of people are coming.
7. Financial Report:

Cost of Development: (Includes: labor for preparing the project, food cost
for testing the food activity; please note that labor costs include hours
worked by ALL team members)
Labor ($25/hour):
$25 x 16.50 hours= $412.50

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$25 x 11.75 hours = $293.75

Total = $706.25
Food: $0 (no testing)

Cost of Presenting: (Includes: labor, food, flip charts ($28), see following
link for cost of copies http://www.keene.edu/mailsvs/printfees.cfm, and
other supplies)
Labor ($25/hour): 2 interns @ 2 hours = $100 (including set-up and take
down for 2nd session)
Copies: $0
Food: $44
Other supplies and costs: $0
Overall costs: $850.25

Within one week of the presentation, provide internship preceptor with a completed
COP, Presentation Evaluation form, Handout(s), a Team Leader Report, and PDE if
completed by an outside supervisor. (PDE required for sites with 2 presentations or
>32 hours). Attach a copy of the materials, PowerPoint, and any handouts/resources
used for the presentation.

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