Self-Management Skills Adapted from Fitness for Life (Corbin& Lindsey, 2007)

Learning to Self-Assess Use a variety of tests that assess each of the five fitness components. Use a variety of tests that assess each of the five fitness components. Find tests that work for you Find tests that work for you Assessment is a skill and should be practiced. Assessment is a skill and should be practiced. Use results to guide your goal setting. Use results to guide your goal setting. Compare you results to health fitness standards, not your peers. Compare you results to health fitness standards, not your peers.

Building Self-Confidence Set your own goals and compare your results against them. Set your own goals and compare your results against them. Small goals that are realistic and achievable Small goals that are realistic and achievable Avoid or minimize competition if it bothers you. Avoid or minimize competition if it bothers you. Find positive solutions for your physical activity barriers. Find positive solutions for your physical activity barriers. Practice the skills in the activities you enjoy. Practice the skills in the activities you enjoy.

Reducing Risk Factors Identify what your risk factors for disease are. Identify what your risk factors for disease are. Learn about your family history Learn about your family history Minimize your risk factors by working on the things you can control. Minimize your risk factors by working on the things you can control. Physical activity Physical activity Nutrition Nutrition Drug Use Drug Use Medical check-up Medical check-up

Choosing a Good Activity Choose activities: Choose activities: You enjoy You enjoy You can do with a friend You can do with a friend Appropriate for your fitness level Appropriate for your fitness level Help you reach your fitness goals Help you reach your fitness goals That are easy to get started in That are easy to get started in

Setting Goals SMART-C goals for each fitness component. SMART-C goals for each fitness component. Specific, Measurable, Attainable, Realistic, Time- frame, and Challenging Specific, Measurable, Attainable, Realistic, Time- frame, and Challenging Write your goals down. Write your goals down. Self-assess periodically and revise goals. Self-assess periodically and revise goals. Reward yourself for meeting goals. Reward yourself for meeting goals. Focus on small improvements or maintenance. Focus on small improvements or maintenance.

Building Positive Attitudes Make a list of your positive or negative attitudes. Make a list of your positive or negative attitudes. Identify why they exist Identify why they exist Find activities that focus on your positive attitudes and minimize your negative attitudes Find activities that focus on your positive attitudes and minimize your negative attitudes Change activities to reduce your negative attitudes Change activities to reduce your negative attitudes Discuss your attitudes with friends or family Discuss your attitudes with friends or family

Learning to Self-Monitor Keep written or online logs. Keep written or online logs. Record information as soon as possible Record information as soon as possible People who track what they eat and how much they exercise lose more weight. People who track what they eat and how much they exercise lose more weight. Use your logs to set or adjust your goals. Use your logs to set or adjust your goals. Use pedometers, heart rate monitors, or other activity monitors to track your activity. Use pedometers, heart rate monitors, or other activity monitors to track your activity.

Finding Social Support Assess your current level of social support. Assess your current level of social support. Find friends who share similar interests. Find friends who share similar interests. Join a team, club, league, etc. Join a team, club, league, etc. Encourage your family to be involved. Encourage your family to be involved.

Building Performance Skills Get lessons or help from experts. Get lessons or help from experts. Start with small expectations of performance and build from there. Start with small expectations of performance and build from there. Practice, Practice, Practice. Practice, Practice, Practice. Avoid competition when learning new skills. Avoid competition when learning new skills. Compare your performance against yourself and not others. Compare your performance against yourself and not others. Choose activities that match your natural abilities. Choose activities that match your natural abilities.

Preventing Relapse Place your goals where you can see them. Place your goals where you can see them. Keep a written or online log of your activity. Keep a written or online log of your activity. Let others know about your goals. Let others know about your goals. Make your physical activity time a routine. Make your physical activity time a routine. Don’t let a setback ruin your goals. Don’t let a setback ruin your goals. Consider a variety of activities and keep it fresh. Consider a variety of activities and keep it fresh.

Managing Time Track your activity and non-activity times. Track your activity and non-activity times. Analyze your results and make realistic changes. Analyze your results and make realistic changes. Ensure you have enough time for all the things (not just physical activity) you want to accomplish Ensure you have enough time for all the things (not just physical activity) you want to accomplish Create a schedule. Create a schedule.

Improving Physical Self- Perceptions Engage in daily physical activity. Engage in daily physical activity. Ensure your goals are realistic. Ensure your goals are realistic. Think about the things you ARE good at. Think about the things you ARE good at. Understand that everyone has weaknesses. Understand that everyone has weaknesses. Find a positive role model. Find a positive role model.

Saying “No” Practice saying “No.” Practice saying “No.” Create a list before shopping. Create a list before shopping. Avoid situations that offer temptation. Avoid situations that offer temptation. Eat healthy foods at school. Eat healthy foods at school. Pass on second helpings or “supersizing.” Pass on second helpings or “supersizing.” Eat slowly and enjoy your meal. Eat slowly and enjoy your meal.

Learning to Think Critically Identify the problem. Identify the problem. Collect information. Collect information. Develop a plan. Develop a plan. Implement plan. Implement plan. Evaluate effectiveness of your plan. Evaluate effectiveness of your plan.

Controlling Competitive Stress Learn how to identify signs of stress. Learn how to identify signs of stress. Avoid competitive environments. Avoid competitive environments. Get experience in performing. Get experience in performing. Practice and prepare. Practice and prepare. Use muscle relaxation techniques, breathe control, mental imagery, and routines. Use muscle relaxation techniques, breathe control, mental imagery, and routines.

Overcoming Barriers List your barriers and find solutions with help from others. List your barriers and find solutions with help from others. Find ways to exercise at home. Find ways to exercise at home. Create alternative activity plans. Create alternative activity plans. Become active in your community. Become active in your community.