Physical activity and behavior

Physical activity is a behavior.

A behavior is an action that is repeated due to learning and reinforcement. Physical activity may be practiced and reinforced.

Natural state of human beings is to be physically active.

The greatest volume of physical activity occurs in children when compared to the entire populous across all age groups. Thus, for a young human to be active is "instinctual" and the "unnatural" behavior of physical inactivity is a learned behavior. Adults and society train children to become sedentary.

Behavior is what we do, not what we say.

The consensus of adult populous in the United States believe that Physical activity is beneficial to good health. The population believes that regular exercise will help one to "look" better and "feel' better; however, the majority of American Adults are physically inactive. Children model behavior of adults. Adults may train children to become sedentary and adults may train children to become sedentary. Behavior is what we do, not what we say.

Behavior can be modeled and managed.

The optimal condition is to have learned and have a reinforced physical activity behavior in youth. Behaviors learned in early years have a greater opportunity for multiple occasions of reinforcement. Thus, continued practice of a physical activity behavior pattern is increased as the frequency and reinforcement is increased in early years. The only institutional program in place for the management and modeling of physical activity is Physical Education.

Concepts in Behavior Management for Physical Activity

Teach self-responsibility ( I can make choices ) 

The management of behaviors requires knowledge, personal motivation and commitment, and attitude.

Dependent upon the age of your class you will need to "more or less" assist in the development of the students' behavior management of their own physical activity plan. In young groups , keep the concepts and methods very simple. Of most importance, keep the focus on helping students find success through making positive behavioral choices in physical l activity.

Knowledge - The acquisition of information. Knowledge may provide the information which enable positive behavior changes. Acquiring as much information about an area of your interest will enable you to make informed decisions about the welfare of your health.

Methods: (How my students acquire knowledge)

Best Methods for my students-

Worst Methods for my students-

Motivation - A response to an event, action, or outcome which inspires a continuance or change in behavior. Motivation may provide the energy or drive for positive behavior changes. People are motivated to change behaviors when a positive outcome is expected. A person must first have the knowledge in order to make informed decisions about making a behavior change. Knowledge of positive outcomes increases personal motivation.

Methods: (What are positive outcomes ?)

What are positive outcomes for my students-

Why?

What are negative outcomes for my students-

Why?

Commitment - An obligation or "promise" to fulfill the requirements of established goals. Commitment requires goal setting, methods of accomplishing goals, and problem solving.

Methods : ( Writing Goals ) - a written statement about a inactive behavior you would like to change or a statement on how you will maintain your activity behavior(s)

Writing Goals

Goals should be as specific as possible. Goals should be S.M.A.R.T.

 S = Sensible : A goal should make "sense". You should be able to hand your written goal to someone else and they will be able to tell you exactly what you are planning to do. Write your goal so it can be easily understood. Keep you goal simple and precise. A sensible goal should also answer "why?". Thus the sensible part of your goal will answer "why?" you are attempting to change a behavior.

Example : To have fun and stay fit, I will play fitness games three times a week with my gym class in the morning between 9 and 10:00 am for the next three months. I will play fitness games for 30 minutes.

M = Measurable: Some quantitative number or measure should be attached to each goal so you will know when the goal has been achieved . A measurable goal should answer "what?" and "where?".

Example : To have fun and stay fit, I will play fitness games three times a week with my gym class in the morning between 9 and 10:00 am for the next three months. I will play fitness games for 30 minutes.

A = Attainable: You should be able to reach your goal within the criteria you are established. though the goal should be attainable, it should push you beyond your "comfort zone". A goal is something "new" to attain, not part of your "normal operations." Your goal should answer "how?".

Example : To have fun and stay fit, I will play fitness games three times a week with my gym class in the morning between 9 and 10:00 am for the next three months. I will play fitness games for 30 minutes.

R = Responsibility: A goal must be assigned. You will have to take the responsibility to see that the goal is achieved. AVOID writing phrases "I will try". Write "I will". Thus you will be able to determine whether or not you achieved your goal or not. A responsible goal should answer "who?".

Example : To have fun and stay fit, I will play fitness games three times a week with my gym class in the morning between 9 and 10:00 am for the next three months. I will play fitness games for 30 minutes.

T = Time: You must have a set time for achieving your goal. be very specific. Your goal should answer "when?".

Example : To have fun and stay fit, I will play fitness games three times a week with my gym class in the morning between 9 and 10:00 am for the next three months. I will play fitness games for 30 minutes.

Write a goal statement promoting lifetime fitness activities that would be compatible with the ability of the age group of students you teach.

How would you teach goal writing to your students? Describe your methods for helping students design the S.M.A.R.T. format of goal writing.

Problem solving - the ability to recognize and remove barriers to positive behavior change.

What are barriers your students will face in the development and reinforcement of the development and maintenance of a physical activity profile?

How can / will you help your students become "problem solvers" to barriers of physical activity?

Attitude - A condition of mind about the self. Attitude is your ability to say, " I can do it ! ". Locus of control is where the person "locates" the source of responsibility for events in his or her life. Someone who possesses an internal locus of control believe that they are in control of their lives. An external locus of control would focus on factors which are perceived beyond the person's control such as: heredity, friends, family fate, luck, etc..., . An internal locus of control is most beneficial in behavioral management.

What are methods of self-responsibility you can / do teach your students regarding physical activity behaviors? How are your students attitudes shaped?

How would a teacher shape positive attitudes towards lifetime fitness activities?

Teach maintenance( My choices are "good" for me ) 

Make a personal plan/contract - The personal contract will describe a detailed plan needed to achieve the goals established by the student. The personal contract allows you and the student to work together and allows the student to be a part of a successful progress. Again, this can be a very simple, dependent upon the age group you teach. This format promotes personal success.

Monitor progress, maintain new behavior and/or revise plan - Monitoring progress will allow for an objective review of the effectiveness of the personal plan. If the personal plan is ineffective, program revision may be indicated.

Methods of Reinforcement:

1) Build a support group : Teach students to build reinforcement groups among family, friends, classmates, and you for doing something positive. I

2) Keep to the routine: Try to follow the same routine when changing a or maintaining a behavior. This will involve placing a priority of behavior change goals. Remember practice makes permanent. Repetition of the alternate healthy behavior will soon become the "unconscious choice".

3) Try to diminish product related goals. Product related goals are those which are directed towards a specific outcome, or product. Focus on product related goals can destroy success if the product goals are unattainable(example: "I will run three miles each day so I will win the community fun run trophy".). Other dangers include too much emphasis on comparison with others, competition, and if one loses site of the other benefits gained in the process.

4) Focus on the process of behavior change. Process related goals are the dynamic functions behind behavior change. Successful behavior change requires that the product related goal is a "product" of the process. Thus, product related goals are only as attainable as the success of the process. (example : To have fun and stay fit, I will play fitness games three times a week with my gym class in the morning between 9 and 10:00 am for the next three months. I will play fitness games for 30 minutes. ).

5) Build rewards into your plan. For example, if your short term goal is to lose weights in six weeks, if you are successful buy yourself some warm-up pants to prove to yourself that you are a "size smaller". Rewards are positive reinforcement to the continuance of practicing the alternate healthy behavior(s).

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Models of Determinants in Children' s Physical Activity

A. Biological Factors:

1. What are the target biological factors / target populations? (See Table 3-1 in Pate text)

a) Gender

b) Age

c) Obesity

2. What are the methods of intervention for the target populations?

a) Gender - How to incorporate activities that are equal opportunity of success to both genders. Examples:

b) Age - Biggest drop in activity status is from childhood to early adulthood. How does lifetime fitness activities prevent the decline? What is the impact of the intervention?

c) Obesity - Obese children and adolescents activities it the lack of obesity that promotes inactivity or visa-versa? How could class provide support opportunities for exercise programming with obesity? How would exercise be prescribed differently to promote success in physical activity?

B. Psychological Factors:

1. Important Factors for Children and Adolescents which Influence Physical Activity: (see Table 3-2, pg. 34 in Pate)

a) De-emphasize: Negative effects of inactivity… "Changing specific beliefs about the consequences of physical activity through education is unlikely to be an effective (behavior) change strategy". Thus, telling students what will happen if you don't exercise is an ineffective means to promote the behavior of physical activity.

b) Emphasize Peer support for physical activity, Peer support is believed to be a strong indicator or predictor of the continued behavior of physical activity, although there is no research to support this belief.

c) Emphasize - Improving self-efficacy (confidence in one's ability to be physically active). Personal goals should include the cues of : " I want physical activity to help me look good." and "I want physical activity to help me feel good."

1) Build self-efficacy by creating an environment that fosters a mastery of physical skills needed by the student for lifetime fitness activities

d) Emphasize - Knowledge of how to be physically active rather than why to be physically active.

C. Social Factors:

Type of Social Support	Relationship to Physical Activity
1) Peer Support (Peer Modeling)	Unknown
2) Parental Support (Parental Modeling)	Related
3) Teacher Support (Teacher Modeling)	Unknown

1) Peer Support - Assumed to be a strong predictor because of the heavy interaction of activities with peer group. In adults , there is a strong association with continued fitness behavior to the number of adult friends who exercise. Thus, it is assumed that the same relationship would exist among children and adolescents.

2) Parental Support - There is a relationship between parental support and activity profiles of children. This relationship is strongest in the childhood years and decreases as a function of child / adolescent age. The best method of parental support is through modeling. Thus, the best form of parental support is the modeling of physical activity behavior of the parents by the child. It is also probable that the physical activity level of the siblings will have a positive influence on physical activity.

3) Teacher Support - The relationship of teacher support is unknown; however, it is assumed that it is likely that the teacher who are active and enthusiastic about physical activity are most likely to promote a physical activity behavior in their students.

It should also be noted that the Pediatrician is assumed to have a major influence on the physical activity behavior of children (through their parents) and adolescents. The physician is still viewed as a "major influence" across all age groups. Thus, one may consider having a physician play a major role, if possible, in the justification of a physical fitness program geared towards lifetime fitness.

D. Physical Environment :

Physical Environment or Time	Relationship to Physical Activity
1) Day of the Week	Strongest on weekend
2) Season	Most active in the Summer, least in Winter.
3) Setting	Most activity occurs outdoors
4) Organized Programs	Most activity in children and adolescents occurs in organized programs.

1) Day of the Week - Research indicates that the level of physical activity in children is highest on the weekend compared to the weekday. Though the weekday has scheduled activity in physical education, it is also scheduled with sedentary activity of sitting in the classroom. How could one design physical education courses that would take advantage of the the physical activity engaged on the weekend?

2) Season - Most activity in children occur in the Summer. This is because of lack of restriction to out-of-doors due to the climate, and because of the school calendar.

3) Setting - The total time spent outdoors has a strong relationship with the activity profile of children (strongest in preschool children. The largest barriers are the "lack of" safe havens for children to be physically active. What are possible solutions to this barrier?

4) Organized Programs - Organized programs can have a profound influence on the physical activity level of children. Many children and adolescents are involved in organized sport programs. However, many organizations could be much more effective in the promotion of lifetime fitness activities to help achieve public health goals. How could physical education promote lifetime fitness activities in organizations?