Creating Physical Activity Behaviors That Last a Lifetime

Internal Factors Influencing Physical Activity Behavior

Internal factors are personal characteristics and psychological elements that affect an individual's likelihood to engage in physical activity.

• Biological Factors: These include gender, age, and race, which can influence physical capabilities and preferences for activity.

• Psychological Factors:

  • Knowledge of Benefits: Adults who understand the health benefits of physical activity are more likely to participate.

  • Perceived Value: Children are more likely to engage in activities they find satisfying or where they feel competent.

  • Self-Efficacy: The belief in one's ability to succeed in specific situations. Higher self-efficacy increases the likelihood of initiating and maintaining activity.

  • Motivation from Teachers: Educators play a key role in encouraging and sustaining student participation.

External Factors Influencing Physical Activity Behavior

External factors are environmental and social influences that can either encourage or hinder physical activity.

• Social Factors:

  • Peers: Friends can motivate or discourage activity through shared interests and social norms.

  • Parents and Siblings: Family support and modeling of active behaviors are crucial, especially for children.

  • Teachers and Physicians: Authority figures can provide encouragement, guidance, and resources.

• Environmental Factors:

  • Neighborhood: Safe, accessible spaces promote activity.

  • Temperature: Weather conditions can facilitate or limit outdoor activities.

Why Physical Activity Decreases with Age

Physical activity often declines as people age due to a combination of cognitive, social, and psychological changes. One of the most significant barriers is lack of time, but other factors include changing priorities, reduced social support, and decreased motivation.

Motivation in Physical Activity

Types of Motivation

• Extrinsic Motivation: Driven by external rewards or consequences, such as praise, prizes, or social recognition. This is particularly effective for younger students but may lose effectiveness if perceived as a bribe.

• Intrinsic Motivation: Originates from internal desires, such as enjoyment, challenge, or personal satisfaction. According to Social Cognitive Theory, intrinsic motivation leads to greater persistence and long-term commitment.

Stage of Change (SOC) Model

The SOC model describes the process individuals go through when changing a behavior, such as increasing physical activity.

1. Precontemplation: Not considering change.

2. Contemplation: Thinking about change, weighing pros and cons, possibly planning to change within 6 months.

3. Preparation: Taking small steps or making plans to change soon.

4. Action: Actively making changes and setting specific goals.

5. Maintenance: Sustaining the new behavior for 6 months or more, enjoying benefits, and feeling confident.

Comprehensive School Approaches

Whole School, Whole Community, Whole Child (WSCC) Model

The WSCC model integrates multiple components to support student health and well-being, emphasizing the importance of physical activity and health education throughout the school environment.

• Physical Education and Activity

• Health Education

• Health Services

• Counseling, Psychological, and Social Services

• Social and Emotional Climate

• Physical Environment

• Employee Wellness

• Family Engagement

• Community Involvement

• Nutrition Environment and Services

Designing Motivational Physical Education (PE) Programs

Characteristics of Intrinsically Motivating Activities: The Four Cs

• Challenge: Activities should be appropriately difficult to engage students.

• Curiosity: Activities should stimulate interest and exploration.

• Control: Allowing students some choice increases ownership and motivation.

• Creativity: Opportunities for creative expression enhance engagement.

Goal Setting and Motivation

Effective goal setting is essential for motivating and sustaining physical activity. The process includes:

1. Determine a Baseline: Assess current fitness or activity level.

2. Define the Desired Outcome: Set clear, specific goals.

3. List Activities/Strategies: Use the FITT Principle (Frequency, Intensity, Time, Type) to plan activities.

4. Identify a Timeline: Set a period for reassessment (e.g., 6 weeks).

5. Commit to the Goal: Use partners or support systems for accountability.

6. Reassess and Reinforce: Monitor progress weekly and provide daily reinforcement.

Motivational PE: The MOTIVATIONAL Principle

This acronym outlines key elements for designing effective and engaging PE programs:

• M - Measure and monitor progress

• O - Outcomes should be optimally challenging

• T - Time: Goals should be achievable within a set timeframe

• I - Individualized: Tailor activities to individual needs

• V - Value: Activities should be meaningful to participants

• A - Active: Emphasize participation

• T - Type: Provide choices in activity types

• I - Incremental: Ensure safe, developmentally appropriate progression

• O - Overload: Gradually increase activity demands

• N - Necessary: Focus on essential skills and knowledge

• A - Authentic Assessment: Use real-world measures of progress

• L - Lifestyle: Encourage lifelong habits

• P - Posted but Private: Goals should be visible to the individual but not public

• E - Enjoyable: Activities should be fun and engaging

Example: Applying the FITT Principle

• Frequency: Exercise 3-5 times per week

• Intensity: Moderate to vigorous effort (e.g., brisk walking, running)

• Time: 30-60 minutes per session

• Type: Aerobic activities, strength training, flexibility exercises

Additional info: The FITT Principle is a foundational guideline for designing exercise programs, ensuring that all aspects of physical activity are addressed for optimal health benefits.